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DEPARTMENT OF PUBLIC INSTRUCTION 

Madison, Wisconsin 

Agriculture in the High School 

A MANUAL 

FOB THE 

HIGH SCHOOLS OF WISCONSIN 



Prepared by 

HENRY N. GODDARD* 

High School Inspector of Agriculture 
State Department of Education 

Assisted by 

JOHN A. JAMES 

Assistant Professor of Agricultural Education 
University of Wisconsin 

Issued by 
C. P. GARY, State Superintendent 



MADISON 

Democrat Printing Company, State Printer 
1917 



DEPAETMENT OF PUBLIC INSTRUCTION 

Madison, Wisconsin 



Agriculture in the High School 



A MANUAL 



HIGH SCHOOLS OF WISCONSIN 



Prepared by 

HENRY N. GODDARD 

High School Inspector of Agriculture 
State Department of Education 

Assisted by 

JOHN A. JAMES 

Assistant Professor of Agricultural Education 
University of Wisconsin 

Issued by 
C. P. GARY, State Superintendent 



Madis on 

Democrat Prixting Company, State Printbe 

1917 



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FKUIT EXHIBIT AT GRAFTON HIGH SCHOOL 



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EXHIBIT AT BLOOMER HIGH SCHOOL 



D. Of D. 
MAY 22 1917 



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CONTENTS 



page 

General statement 7 

Brief historical sketch 7 

Text of laws 8 

Purpose of bulletin 16 

Point of view 17 

Requirements 19 

Administrative 19 

Legal 21 

Advisory Committee 22 

Courses of study . 23 

General course 23 

Special agricultural units 23 

Combination with general course 24 

Course with one unit of agriculture 25 

Short course 26 

General methods and lines of work 29 

General plan 29 

Field work 30 

Laboratory experiment and observation 33 

The pupil's notebook 36 

Class instruction 37 

Practical projects 42 

Purpose and importance 42 

Scope of the term 44 

Relation to class room instruction 45 

Relation to the parent and the home 45 

The home project 46 

Projects with field crops 47 

Projects in horticulture and gardening 47 

Projects with animals 47 

Projects on soils, farm mechanics and farm management. . 48 

The school project 48 

The school plot ■ 49 



4 CONTENTS 

General methods and lines of work — continued. page 

List of school projects 50 

Organization of projects 52 

Reports on projects 54 

Supervision of projects 64 

Credits for home projects 66 

Suggestion for special projects • 67 

Literature on home projects 69 

Contents and exhibits 70 

Blanks for organizing contests 73 

Manual training work 76 

Community or extension work 76 

Equipment 78 

Special room 78 

Tables and cases 80 

Required list of apparatus 86 

List of chemicals 87 

Supplementary list of apparatus . . . . ^ 88 

Home made or collected material 88 

Bulletin board 89 

Charts 89 

Pictures and lantern slides ' 90 

Commercial exhibits 92 

Miscellaneous helps ' 92 

Manual training equipment 94 

For woodwork 94 

For forge work 95 

For leather work 95 

Agriculture for the grades 96 

Treatment of subjects 97 

Elementary science 97 

Farm plant life 103 

General outline 104 

Fruit outline 10^ 

Potato outline 114 

Animal Husbandry 119 

General outline 119 

Dairying 121 

Poultry 130 

Score cards and judging 136 

Live stock judging contests 138 

Soils 143 

General outline 144 

Drainage * 145 



CONTENTS 5 

Treatment of subjects — continued. . page 

Farm mechanics 149 

General outline 151 

Special suggestions on treatment of topics 151 

Special exercises 152 

Farm management 156 

General outline 156 

Treatment of topics 157 

Manual training 161 

Woodworking projects 163 

Forge work 163 

Mechanical drawing 164 

Cement work and farm building construction 165 

Agricultural literature 166 

Books 167 

List of publishers 170 

Magazines 171 

Bulletins 171 

Appendix 173 

National registry associations 174 

Standards for Wisconsin crops 176 

Official Wisconsin score cards 179 



AGRICULTUEE m HIGH SCHOOLS 



I. GENERAL STATEMENT. 

1. Brief liistorical sketch. In 19 01 the Wisconsin legislature 
passed two laws which gave definite form to the agricultural move- 
ment in this state. The first law required an examination in the 
elements of agriculture of all candidates for certificates to teach 
in the elementary schools. The second made provision for the 
establishment of county agricultural schools for the vocational 
training of boys and girls in agriculture and domestic economy. 
Four years later, in 19 05 agriculture was made by legal enactment, 
a subject to be taught in all the district schools of the state. These 
laws together with reports and discussions connected with their 
passage, resulted in a very general movement toward agricultural 
education in Wisconsin. Eight county agricultural schools have 
been established and seven are now in operation, receiving liberal 
aid from the state. These schools at first organized two-year 
courses "based upon completion of the eighth grade. Later, at 
least three of the schools in addition to the two-year courses, 
adopted full four year high school courses which are accepted for 
admission to higher institutions. These schools have thus become 
distinctly agricultural high schools. At the same time, agricul- 
ture was rapidly introduced as a subject of study not only into 
the country schools, but also to a large extent into graded and 
secondary schools. As the idea of vocational training grew in ed- 
ucational circles, it early became a conviction of many of the ad- 
vocates of this kind of training that the public high schools, being 
peculiarly the schools of the people, could furnish one of the best 
agents for the development of a well-balanced type of vocational 
work. Furthermore, the newer viewpoint in education began to 
demand that high schcol courses should become vitalized by pro- 
grams more closely related to social and industrial needs. 

Accordingly, in response to a general demand throughout the 
state, the legislature of 1911 passed a law giving special state aid 
to high schools maintaining courses in manual training, domestic 
science and agriculture. Commercial courses were two years later 
included under practically the same provisions. Under this plan 
agricultural departments were rapidly organized in the Wisconsin 



8 AGRICULTURE IN THE HIGH SCHOOL 

high schools. By 1913 there were sixty and in 1916 over eighty 
such departments in operation. In addition, the majority of high 
schools not having such departments are offering from one to three 
semesters of this work in connection with the regular science sub- 
jects. 

A final step in the legal status of agriculture in the schools of 
the state was taken in 1913 when provision was made for special 
state aid to be given for short courses of agriculture or domestic 
science, maintained for not less than sixteen weeks and devoting 
at least eighty minutes a day to .instruction in the special subject. 
At the same legislature provision was made for a short winter term 
course, for pupils unable to enter regular high school courses. A 
further development has consisted in the establishment in the 
state agricultural college and in two of the normal schools of the 
state, of special courses for the training of teachers of agriculture. 
Graduates of these courses go out largely into the high schools. 
At the same time all of the schools for the training of elementary 
school teachers, including the normal schools, the county training 
schools and the training departments in high schools, give instruc- 
tion and professional training in agriculture. 

2. Text of laws. The full text of the) laws mentioned above is 
here given: 

Manual training; agricvilture; domestic economy and teachers' 
training; state aid. Section 496&. 1. Any board having charge 
of a free high school or of a high school having a course of study 
equivalent to the course prescribed by the state superintendent for 
such free high schools may establish and maintain in connection 
with the high school under its management, in counties where 
county training schools, or joint county training schools have not 
been established, a teachers' training course, which shall be espe- 
cially approved by the state superintendent as to subjects required 
to be taught, 'and the qualifications of teachers, or in connection 
• v/ith said high school and the two upper grades next below the 
high school, as said board shall decide, a department of manual 
training, or domestic economy, or agriculture, or any or all of said 
departments. 

2. The expense of maintaining such departments shall be provid- 
ed for in the same manner as other expenses of maintaining such 
schools, and such departments shall be under the management, 
direction and control of such board. 

3. The state superintendent shall, so far as his other duties may 
warrant, give such information and assistance as may seem neces- 
sary in organizing and maintaining such departments, and in ar- 
ranging schemes and outlines of work; and with the aid of the in- 
spectors of high schools, and when occasion shall require it, with 
the aid of the inspectors of graded schools, shall have the general 
supervision of all departments established under this section; and 
shall from time to time inspect the same, make such recommenda- 



AGRICULTURE IN THE HIGH SCHOOL 9 

tions relating to their management as lie may deem necessary, and 
make such report thereon as shall give full information concerning 
their number, character and efficiency. 

4. The state superintendent shall establish a standard of qualifi- 
cation for all teachers in such departments, and may grant special 
certificates to such applicants as are fully qualified to instruct in 
special lines of work, which certificates shall be in such form and 
for such time as he may prescribe, and shall be regarded as quali- 
fying tiie holders thereof to teach in those departments established 
under sections 496& and 496c which shall be named in such certi- 
ficates. 

(Section 496c) 1. Any school whose course of study or outline 
of work in teachers' training, manual training, domestic economy, 
or agriculture, has been approved by the state superintendent and 
whose teacher has been qualified may, upon application, be placed 
upon the approved list of schools maintaining such a department 
or departments. 

2. A school once entered upon such list may remain there and be 
entitled to state aid so long as the scope and character of its work 
are maintained in such manner as to meet the approval of such su- 
perintendent. On the first day of July in each year the clerk of 
each school board maintaining such department or departments in 
the school or schools under its jurisdiction, or the city superintend- 
ent of any city where such an approved school is maintained, shall 
report to the state superintendent in such form as may be required, 
setting forth the facts relating to the cost of maintaining the de- 
partment or departments established under sections 496& and 496c, 
the character of the work done, the number and names of teachers 
employed, and the length of time each department was maintained 
during the preceding- year. And upoji the receipt of such report, if 
it shall appear that the department has been maintained in a satis- 
factory manner for a period of not less than six months during the 
year, the said superintendent shall make a certificate to that effect 
and file it with the secretary of state. 

Special aid for manual training, domestic economy, or agriculture. 
Section 49 6c. 3. UPon receiving such certificate the secretary of 
state shall draw his warrant for one-half -the amount actually ex- 
pended for instruction in each department established under sec- 
tions 496& and 496c during the year for which the state aid is re- 
ceived, not, however, to exceed three hundred and fifty dollars for 
each department established under sections 496& and 496c and 496c 
— 3 which shall luve been maintained in connection with the high, 
school and the two upper grades next below the high school, but not 
to exceed two hundred and fifty dollars for each department estab- 
lished under sections 496& and 496c which shall have been con- 
nected with only the high school. Provided, however, that no one 
school district shall receive aid in any one year for more than three 
such departments. The sum payable in accordance herewith to be 



jQ AGRICULTURE IN THE HIGH SCHOOL 

payable to the treasurer of the district or corporation maintaining 
the school for the school year ending June 30, 1913, and thereafter; 
provided, that the total amount expended for such purpose shall not 
exceed one hundred thousand dollars in any year which is hereby 
appropriated from any moneys in the general fund not otherwise ap- 
propriated. (1913 c. 65G) 

Section 496c — 1. By and with the advice and consent of the 
state superintendent of public instruction, the district board or 
boards of education of two or more school districts each of which 
maintains a free high school, may unite in engaging the services of 
a suitable teacher or teachers of manual training Tor the purpose of 
giving instruction in manual training in the schools of the districts 
so uniting. Each of the school districts so uniting shall pay such 
share of the salary of the instructor or instructors of manual train- 
ing as shall be proportionate to the time devoted to instruction in 
manual training in the schools of each said districts. Each school 
district included in such agreement and giving instruction in man- 
ual training in accordance with the provisions of this chapter shall 
receive the state aid provided for in this chapter. (1911 c. Ji91) 

Section 5531 — 1. No state aid shall be granted to any school for 
instruction given in agriculture, domestic economy, manual training 
or industrial branches unless the salary paid to every teacher in- 
structing in such subjects be at least at the rate of sixty dollars per 
month. (1911 c. 5't.',) 

Agi'iculture audi domestic science in high schools; short course. 
Section 496c — 4. 1. Any number not exceeding twenty high 
schools offering agriculture or domestic science courses, under the 
provisions of section 496f/ of the statutes, may each, under such 
conditions snd regulations as the state superintendent of schools 
may prescribe, establish and maintain a sixteen weeks' course in 
agriculture, including rural economics, or domestic science, includ- 
ing home economics, or both, in connection with such high school 
commencing about November 1st of each year for pupils over four- 
teen years of age; provided, that this special course shall not be ap- 
proved for any school unless the teaching force shall b3 adequate 
to properly administer all courses adopted and in force in such 
school. The additional teaching force needed and all other expense 
of maintaining such courses ehall be provided for in the same man- 
ner as other expenses of maintaining such high school. The salary 
of said additional teacher or teachers shall not be counted in ap- 
portioning the general special aid or any special aid for agriculture 
or domestic science for a school administering such sixteen weeks' 
courss in agriculture or domestic science. The tuition for all pu- 
pils attending such sixteen weeks' course shall be paid by the town 
at the same rate and in the same manner as is provided by section 
4 96 A- of the statutes, except that no diploma or certificate of the 
county superintendent of completion of the course of study in the 
district shall be required. 



AGRICULTURE IN THE HIGH SCHOOL ^ H 

2. Any such high school so establishing and maintaining such 
course upon complying with ail the provisions of section 496c of 
the statutes may, upon application, be placed upon an approved list 
of schools maintaining such short course in agriculture or domestic 
science. The clerk of such school board shall make report to the 
state superintendent at the same time and in the same manner and 
form as required by section 496c of the statutes. Upon receipt of 
such report, if it appears that such couise has been maintained in 
a manner satisfactory to the state suiDerintendent, at least eighty 
minutes daily for said sixteen weeks, under the direct instruction 
of a teacher holding a special license from the state superintendent 
to teach such special subject, the state superintendent shall make a 
certificate to that effect and file it with the secretary of state. Upon 
receiving such certificate the secretary of state shall draw his war- 
rant for the sum of two hundred dollars for each of the special 
courses maintained, the sum payable in accordance herewith to be 
payable to the treasurer of the district maintaining the school; pro- 
vided that the total amount expended by the state for that purpose 
shall not exceed eight thousand dollars in any one year. 

Section 2. There is hereby appropriated out of the general funds 
of the state the sum of eight thousand dollars annually for the pvir- 
pose of carrying out the provisions of sections 49 6c — 4. (1913 e. 635) 

Winter terms for high schools. Section 49 4o. 1. The high 
school boards of not exceeding fifteen high schools may each, un- 
der such conditions and regulations as the state superintendent of 
schools may prescribe, establish a winter term commencing be- 
tween the 30th of October and the 15th day of November, and con- 
tinuing each year for a number of weeks equal to one-half the 
number of weeks school is maintained for the regular high school 
course during that school year. 

2. The qualifications for admission to the course of study of said 
winter term shall be those prescribed for admission to the regular 
high school courses; provided, that persons not possessing the qual- 
ifications required for admission to the regular courses may be ad- 
mitted to said winter term course upon the presentation to the high 
school principal of evidence through examination or otherwise sat- 
isfactory to him of ability to carry on the work of said course, and 
persons between the ages of sixteen and tv/enty years so admitted 
shall be entitled to the privileges prescribed in sections 496/ to 
496o, inclusive, of the statutes, and they shall also be entitled to 
enter the regular high school classes upon evidence satisfactory to 
the high school board and principal of their ability to do the work 
of such classes. 

3. The course of study for such winter term shall receive the ap- 
proval of the state superintendent; the additional teacher or teach- 
ers necessary to administer the said winter term course of study in 
addition to the regular courses of the school, shall be selected with 
his advice and consent, and the course of study shall be administer- 



12 AGRICULTURE IN THE HIGH SCHOOL 

ed in a manner to meet his approval. Said teacher or teachers shall 
liave the qualifications: prescribed for teachers in free high schools. 
The salary of said teacher or teachers shall not be counted in ap- 
portioning the general special aid or any special aid for agriculture, 
manual training or domestic science for a school administering 
raid winter term course under the provisions of this act. 

4. On the first day of July of each year the clerk of each such 
high sciiool board shall report to the state superintendent, in such 
form as may be required, setting forth the facts relating to the cost 
of maintaining the department established under, this act; the 
character of the work done; the number and names of teachers em- 
ployed, and the length of time it was maintained during the pre- 
ceding year; and upon the receipt of such report, if it shall appear 
that the department has been maintained in a satisfactory manner, 
according to the provisions of this section, the said superintendent 
shall make a certificate to that effect and file it with the secretary 
of state. Upon receiving such certificate the secretary of state 
thall draw his warrant upon the treasury for two-thirds the amount 
actually expended for the salary or salaries of said additional 
teacher or teachers during the year for which the state aid is re- 
ceived, not, however, to exceed $500 for any one school, said aid 
to be payable from the appropriation for winter term in high 
schools to the treasurer of the high school district maintaining the 
school. 

('o^;^•TV soiiooi.s of Ar.r.icuLTruE .\.\i) iio.mkstic sciknce. 

County sch«K)ls of agriculture and doine.stic science; organization; 
maintenance, Skctio.n 5 5 3r. 1. The county board of any county 
is hereby authorized to appropriate money for the organization, 
equipment and maintenance of a county school of agriculture and 
domestic economy. The county boards of two or more counties 
may unile in establishing such a school and may appropriate money 
for its organization, equipment, and maintenance. 

Notice. 2. Immediately after the county board or county boards 
shall vote to establish a county school of agriculture and domestic 
economy, the county clerk or clerks of such county or counties, 
shall notify the deau of the college of 'agriculture of such vote for 
the establishment of such school. 

Location, 3. The dean of the college of agriculture, the state 
superintendent of public instruction, and the president of the board 
of agriculture, acting as a committee for such purpose, shall de- 
cide upon and notify the county board or boards as to the proper 
location for such county school o-f agriculture and domestic econ- 
omy and the county school of agriculture and domestic economv 
shall be located at siuch place as is determined upon by such com- 
mittee. 



AGRICULTURE IN THE HIGH SCHOOL 13 

Jjoans; bonds. 4. The county board oi' boards of any county or 
counties so establishing such school is hereby authorized and em- 
powered to borrow money, issue and sell bonds for the purpose of 
procuring and paying .for the necessary grounds and erecting the 
necessary buildings, and for improving the same from time to time, 
for such county schools of agriculture and domestic economy. 

Board for, how appointed; vacancies on; oath of nienibei-s; or- 
ganization. Seotiox 5 53f/. A board to be known as the county 
school board is hereby created, which shall have charge and control 
of all matters pertaining to the organization, equipment, and main- 
tenance of such school, except as otherwise provided by law. Said 
board shall consist of three members, one of whom shall be the 
county superintendent of schools of the of the county or district, in 
which the school is located. The other members of the board shall 
be elected by the county board, for the term of three years from the 
date of their election, "but no member of the county board shall 
be eligible." Vacancies existing in the board from whatever cause, 
except in the case of the county superintendent, shall be filled by 
appointment made by the chairman of the county board, if the 
county board is not in session when such vacancy occurs. If the 
county board is in session, vacancies shall be filled by election by 
said board for the unexpired term. Appointments made by the chair- 
man of the county board, as hereinbefore specified, shall be for 
the term to elapse until the next regular meeting of the county 
board. Each person appointed or created a member of the county 
school board, shall within ten days after the notice of such appoint- 
ment, take and subscribe an oath, to supporL the constitution of 
the United States and the constitution of Wisconsin, and honestly, 
faithfully, and impartially to discharge his duties as a member o? 
said board, to the best of his ability, which oath shall be filed in 
the office of the county clerk. He shall also, within the same time, 
file a bond in such .sum as may be fixed by the county board, which 
bond shall be filed in the office of the' county clerk. Within fif- 
teen days after the appointment of said board,, the members there- 
of shall meet and organize by electing one of their number as pres- 
ident. The county superintendent of schools shall be ex officio 
secretary of the said board. The said board shall prescribe the 
duties of the several officers, except as fixed by law. 

When two or more counties unite, Skction 553r. Whenever 
two or more counties unite in establishing such a school, the pro- 
visions of section 5o?,h shall apply to the organization of the county 
school board, and to filling vacancies therein, provided that the 
county superintendent of the county in which the school is located 
shall be a member of the board and ex officio its secretary, and 
two members shall also be elected from each county by the county 
board thereof. "But no member of the county board shall be 
eligible." 



14 AGRICULTURE IN THE HIGH SCHOOL 

Apportionment of amounts for maintenance. Skctiox 553/. 
Whenever two or more counties unite m establishing and maintain- 
ing such school, the county school board provided for in such cases 
shall determine the amount of money necessary for the equipment 
and m^aintenance of the school for the second year, and annually 
each year thereafter, they shall apportion the amount to be raised 
by taxation among the counties in proportion to the assessed valua- 
tion of each county, as last fixed by the state board of assessment, 
and shall report to the county clerk of each county the apportion- 
ment so made on or before the first Monday of November in each 
year. ' The amount so apportioned to each county shall be levied 
in the county tax for the ensuing year for the support of the school. 

Comity treasurer ex officio treasurer of board. Section 55 3.(/. 
The county treasurer shall be ex oificio treasurer of said board; all 
moneys appropriated and expended under the provisions of sections 
553c Lo 553Z, inclusive, shall be expended by the county school 
board, and shall be paid by the county treasurer or treasurers on 
orders issued by said board, and all moneys received by said board 
shall be paid to the county treasurer for the fund of the county 
school board. 

Courses of study. Section 553/i. In all county schools of agri- 
culture and domestic economy organized under the provisions of 
sections 553c to 553^ inclusive, instruction shall be given in the 
elements of agriculture, including instruction concerning the soil, 
the plant life, and the animal life of the farm; a systejvi of farm 
accounts shall also be taught; instruction shall also be given in 
manual training and domestic economy, and such other subjects 
as may be prescribed. 

Land to be had in connection. Section 553(. Each such school 
shall have connected with it a tract of land suitable for purposes 
of experiment and demonstration, ?nd not less than three acres in 
area. 

Schools to be free; special instruction. Section 553/. 1. The 
schools organized under the provisions of sections 55oC to 553Z, 
inclusive, shall be free to inhabitants of the county or counties con- 
tributing, to their support, who shall be qualified to pursue the 
course of study; provided, they shall have at least the qualifica- 
tions required for completion of the course of study for common 
schools. Whenever students of advanced age desire admission to 
the school during the winter months in sufficient number to war- 
rant the organization of special classes for their instruction, such 
classes shall be organized and continued for such time a« their at- 
tendance may make necessary. 

2. Whenever any person not residing in a county maintaining 
a county school of' agriculture as provided in sections 553r to 5537, 
inclusive, shall become a student in any such school, the board 
thereof is hereby empowered to charge n tuition fee for such per- 



AGRICULTURE IN THE HIGH SCHOOL 15 

son to be fixed by a majority of tlie members of said board at a 
regular meeting thereof, provided that sucli tuition fee sliall not 
exceed one dollar per week for each nonresident pupil. 

3. The county board of the county of which such person is a 
bona llde resident, is hereby authorized to, and shall provide, by 
tax upon thei prop^srty of the county, a sum sufficient to provide 
for the payment of the tuition on account of the residents of said 
county who have attended such county school of agriculture and 
domestic economy, and the amounts so levied shall bo collected 
when and as other taxes are collected, and shall be paid by the 
county treasurer of said county to the county treasurer of the 
county in which the county school of agriculture and domestic 
economy enrolling such person is situated; and the amount so re- 
ceived by such treasurer shall be placed to the credit of the county 
school of agriculture. 

Duty of state supeiintcndent. Section 55 3fc. The state superin- 
tendent shall give such information and assistance and establish 
such requirements as may seem necessary for the proper organiza- 
tion and maintenance of such schools. With the advice of the 
dean of the college of agriculture of the state university, he shall 
prescribe the courses of study to be pursued, and determine the 
qualifications required of teachers employed in such schools. He 
shall have the general supervision of all schools established under 
sections 553c to 553?, inclusive; shall from time to time inspect the 
same, make such recommendations relating to their management 
as he may deem necessary, and make such report thereon as shall 
give full information concerning their number, character and efli- 
ciency. 

Approved list. Section 553?. Any school established under 
the provisions of this act, whose course of study and qualifications 
of whose teachers have been approved by the state superintendent 
and the dean of the college of agricultui'e may, upon application, be 
placed upon an approved list of county schools of agriculture and 
domestic economy. A school once entered upon such list may re- 
main listed and be entitled to state aid so long as the scope and 
gharacter of its work are maintained in such manner as to meet the 
approval of the state superintendent; provided, that he shall not 
place upon said list more than seven schools. 

Report. 2. On the first day of July in each year, the secretary 
of each county school board maintaining a school on the approved 
list, shall report to the state superintendent, setting forth the facts 
relatijig to the cost of maintaining the school, the charr.cter of the 
work done, the number and names of teachers employed and such 
other matters as may be required by the county board or the state 
superintendent. Upon the receipt of such report, if it shall appear 
that the school has been maintained in a satisfactory manner for 
a period of not less than eight months, during the year closing 



16 AGRICULTURE IN THE HIGH SCHOOL 

on the thirtieth day of the preceding June, the said superintend- 
ent shall make a certificate to that effect and file it with the secre- 
tary of state. 

State aid. 3. Upon receiving such certificate, the secretary of 
state i^hall draw his warrant, payable to the treasurer of the county 
maintaining such school, for a sum equal to the amount expended 
for wages of legally qualified teachers employed for at least eight 
months during the school year; provided that the total amounts 
so apportioned shall not exceed six thousand dollars to any one 
school in any one year when the average daily attendance shall 
be less than one hundred and twelve pupils, and shall not exceed 
the sum of seven thousand dollars when the average daily attend- 
ance shall exceed one hundred and twelve pupils and be less than 
one hundred and thirty-seven pupils, and shall not exceed the sum 
of ei^ht thousand dollars when the average daily attendance shall 
exceed one hundred and Ihirty-seven pupils; when more than one 
county has contributed to the support of the school, the secretary 
of state shall draw his warrant payable to the treasurer of each 
county for such portion of the state aid as the amount contributed 
by his county is part of the total amount contributed by all the 
counties for the support of the school for the preceding year. The 
aforesaid amounts shall be charged to the appropriation for state 
aid for county schools of agriculture and domestic economy. 

Teacherjs' niiniiniini salai'y. Section 553Z — 1. No state aid shall 
be granted to any school for instruction given in agriculture, do- 
mestic economy, manual training or industrial branches, unless the 
salary paid to every teacher instructing in such subjects be at least 
at the rate of sixty dollars per month; provided, that no school 
district, offering instruction in such special branches shall be de- 
prived of its right to share in the apportionment of state aid, that 
employs persons at a less salary per month to assist the legally 
qualified teachers in conducting such speciaL work. 

3. Puri>ose of bulletin. It is the purpose of this bulletin to 
furnish a guide to those high schools which give agricultural work 
and especially to those that maintain four-year agricultural de- 
partments. This guide aims to furnish information concerning th(* 
interpretation and application of the above laws; to indicate the 
requirements for the organization and management of such depart- 
ments, and to offer suitable suggestions as to the scope and char- 
acter of the work which is expected in order that state aid may be 
granted, 



AGRICULTURE IN THE HIGH SCHOOL I7 



II— POINT OF VIEW. 

1. A vocational or industrial course. The underlying thought 
of agriculture in the high school is that of a vocational course cor- 
related with a strong general high school course. The word vo- 
cational is used here in its broad general sense rather than in its 
strict technical sense. The course should be vocational in the 
sense that it should not only furnish a good understanding and 
appreciation of the problems of the farm, but that it shall also pro- 
vide an opportunity for the pupil to tind out what advantages this 
occupation has to offer and his own adaptability to such work. 
This means that the work must not only deal with practical mate- 
rials of the farm in a scientific way, but it must also provide a 
means for the pupil to apply the best knowledge to actual farm 
practice and to be able to gain some skill in the most successful 
management. It is only through the applicatign of the best knowl- 
edge in the rounding up of some worthwhile result and the realiza- 
tion of the rewards of this result through financial profit, a suc- 
cessful exhibit or in some other practical way, that any pupil has 
a fair chance to judge of his fitness or taste for this line of work. 
Furthermore, it is questionable whether the most valuable training 
can be gained except by such practical treatment. This need not 
mean that all pupils who take agriculture must necessarily become 
farmers, but they should be able to make better farmers if iliey 
decide to follow this occupation, and whether they follow it or not, 
they should receive a valuable vocational outlook which will be of 
great service in finally determining a desirable vocation Finally, 
Ihe work should provide a most valuable body of knowledge and a 
practical training which may be thoroughly worth while to any stu- 
dent whether he becomes a farmer or not. It is desirable, and it 
has already been demonstrated, that many of the pupils in the agri- 
cultural course will be led to select this as their vocation. Many 
country boys have been kept on the farm and a good many city 
boys haA'e been directed to the farm through their agricultural 
work in school. However, careful observation leads to the con- 
clusion that this is true only where the project side of the work 
has been given prominence. 

From what has been said it will be understood that the agricul- 
ture course is not regarded as a modified form of science work 
managed on the plan of laboratory and instruction work, or even 
this plan supplemented by suitable field study. Such a course lacks 
motive and vital interest, however practical it may be made. It 
is necessary that these lines of work shall grow out of and be 
supplementary to a suitable line of projects involving actual farm 
practice with productive results. 



18 AQRICULTURE IN THE HIGH SCHOOL 

2. liclation to the general course. The general course should 
provide a broad training and culture adapted to the needs of any 
good citizen. Such a course should include work along all the 
tundan;ental lines, such as language, history, literature, mathe- 
matics, science and the arts, but it is especially important that 
tlie general course should include strong work in the fundamental 
sciences. This work should give an intelligent basis for an un- 
derstanding of the scientific principles which apply to the problems 
of agriculture. It is believed that with the grade of pupils found 
in the high school, the study of the fundamental sciences such as 
general science, biology, physics and chemistry, has a distinct value 
which cannot be realized to a satisfactory degree by approaching 
them wholly from the side of the applied subject, in other words, 
it is not satisfactory to teach fundamental principles only as they 
are needed from tiaie to time in the agricultural subjects. These 
principles should be developed by the use of the most practical 
materials of which those of the farm are especially valuable, and 
by the largest possible application to the common processes of 
every day life, but some where these principles should be brought 
into relationship to each other and organized about the central, 
unifying idea of each subject. .It is peculiarly the function of 
the science subjects of the high school to provide such, a body of 
organized knowledge and to furnish a training which gives skill 
in making application to a wide variety of practical situations. 
Such a body of knowledge is not only more easily developed by 
special treatment of the fundamental sciences, and of larger value 
for general training, but it is at the same time more valuable for 
the agriculture because understood in larger relations. 

These statements should not be understood as objections to gen- 
eral science as the approach, in the high school or in the later 
grades, to the special science subjects of the high school. It does 
mean, however, that subjects labeled agricultural botany, agricul- 
tural chemistry, etc., will not be regarded as agricultural subjects 
for which special aid is given. It should be added further, that 
such courses have not usually proved satisfactory as science sub- 
jects in the general high school course. Furthermore, the dis- 
tinctly agriculture subjects will not be regarded as any part of the 
iwo units of science, which are required in the general course of 
all high schools. While the general course provides work adapted 
to ganeral life needs and gives a sound basis for an intelligent un- 
derstanding of the problems of agriculture, in turn, the vocational 
work vitalizes and gives meaning and motive to the other work 
of the school, thus helping to overcome the isolation of school 
work from every day life. 

It has been the j)olicy of Wisconsin since the special agricul- 
tural courses were provided for, to require four units or one-fourth 
of the full requirement, of distinctly agricultural subjects as a con- 



AGRICULTURE IN THE HIGH SCHOOL 19 

dition of state aid. At the same time it is expected that the gen- 
eral course shall be adapted as far as possible to the needs of the 
special course. For example, the bookkeeping work of the general 
course should be related as closely as possible to the needs of farm 
ficcounts. As far as possible, opportunity should be provided for 
agriculture pupils to do some manual training in the line of farm 
carpentry, forge work, etc. Arithmetic should deal to a large ex- 
tent with the practical problems of the farm. The scienca subjects 
should be correlated as closely as possible with the special work, 
for instance, the most effective arrangement for beginning botany 
has been found to be where it precedes or runs i>arallel to the first 
semester of farm crops. Furthermore, it is expected that princi- 
pals in schools having the agriculture course will see to it that 
the regular daily program is made flexible enough for agriculture 
pupils, so that they shall have time to give proper attention to 
their project work. This may require an occasional excusing oF 
these pupils from regular classes for a single period or even for 
several days if necessary when projects are being started, in order 
that these projects may have attention at the right time. While 
some manual training work especially adapted to the farm should 
be provided wherever possible, aid will not be given for both man- 
ual training and agriculture where both courses are given to the 
same pupils. The two courses should not be undertaken for aid 
except in schools large enough to provide separate groups of pu- 
pils for both. Special plans for manual training work in connec- 
tion with the agriculture course are given later in this manual. 



Ill— REQUIREMENTS. 

1. Administrative requirements. In view of these considera- 
tions, the following requirements should be carefully considered 
by those expecting special aid for the agriculture course: 

a. Four units of purely agricultural work must be offered with 
the exception that one-half unit of elementary science will be ac- 
cepted as part of the required four units. 

b. In addition to these four units, there must be given in the 
general course at least one-half unit of botany and one unit of 
physics, one unit of chemistry, or one unit of physics and chem- 
istry. It is desirable that at least half a year each should be of- 
fered also in as many of the following as possible: chemistry, zool- 
ogy, physiology and geography. (See suggestions under courses.) 

c. The same general course requirements apply to the agricul- 
ture course as to all other courses. (See High School Manual p. 
12.) 



20 AGRICULTURE IN THE HIGH SCHOOL 

d. All schools giving the four-year agriculture course must of- 
fer some other course for the girls at least during the last two 
years. One year of agriculture work is usually all girls ought to 
be expected to take. Domestic science is "Urged as a course to 
accompany the agricuUure wherever possible. In case only these 
two courses are offered the domestic science maj- be given during 
the , junior and senior years. In case domestic science is not 
given an English course must be offered. 

e. Aid cannot be granted for both agriculture and manual 
training unless the school is large enough so that separate pupils 
elect these courses. It is, however, urged that the manual train- 
ing and mechanical drawing work outlined in this manual be 
given in connection with the agriculture course. 

f. A well organized plan of project work for all of the pupils 
during- each year of the course must constitute an essential part 
of the work. The home project is regarded as most essential 
wherever this can be arranged but sometimes it may be necessary 
for some pupils to secure land or arrange a project elsewhere than 
at home. The school plot often furnishes a most favorable means 
of providing the necessary land. In many cities or villages a 
number of vacant lots may often be obtained instead of a single 
school plot. Although the school plot is not absolutely required . 
as a part of an agricultural equipment it is advised that one should 
be operated wherever adequate provision can be made for its care 
during the summer months. For further suggestions as to the na- 
ture of these projects and methods of organizing them see under 
"Projects" and "School Plot." 

g. For the complete success of the project work it is necessary 
that the agricultural teacher should be employed for at least eleven 
months of the year. This has come rapidly to be the common 
plan throughout the state. The season for the agricultural work 
is rather the farmer's season than that of the regular school year. 
During the summer the agricultural teacher should visit every pu- 
pil in the course several times for the purpose cf giving" direction 
and instruction in connection with the projects being carried on. 
At the same time the teacher should make a' careful study of thf. 
farm conditions and! problems of the community in order that he 
may bo able to adapt the work of the course to these special needs. 
During such summer work it will be found easily possible for the 
teacher to make the acquaintance of the farmers and in a tactful 
way interest himself in their problems," let them know what is 
being attempted in the agricultural course and be ready to render 
assistance in a practical way wherever a favorable opportunity of- 
fers. Such acquaintance will be especially possible in the homes 
of the pupils. Teaphers should avoid, however, the attitude of 
trying to show the farmers of the community how to farm. A far 
more clTective attitude is that of one who is trying to learn what 



AGRICULTURE IN THE HIGH SCHOOL 21 

he can from the experience of practical men and who is' ready to 
enter into the work raid problems of the farm on a commoii. foot- 
ing with the farmer. The most effective kind of extension or com- 
munity 'work will grow out of this summer acquaintance and help, 
if these are tuctfully extended. Get the interest of the farmers, 
however, rather through a spirit of comradeship and interest in 
theii- problems, rather than as an expert who is ready to show theni 
how to do things. 

Every agricultural teacher who is employed for the time in the 
summer when regular school is not in session, should keep a care- 
ful and full account of just how his time is spent each day and 
such report should be rendered to the school board at least once 
a month. School boards are especially urged in making contracts 
for the eleven months or for summer work, to require such a 
report for the time Vvhen school is not in session. Blanks for this 
report will be furnished by the state superintendent who should 
also receive a copy of the report. See Report Form, No. 9. 

h. The number of class periods assigned to the agricultural 
teacher should be less than for most other teachers, since much 
field and laboratory work is required in connection with each agri- 
cultural subject. Furthermore, the planning and supervising of 
the projects will require a good deal of outside time. Five periods 
is strongly advised as the maximum for the agricultural teacher and 
in schools desiring the special aid the number must not exceed six. 

The agricultural teacher should not be asked to take charge 
of such activities as athletics, debating, etc., which demand a 
large amount of outside time. These activities are certain to pre- 
vent the agricultural man having sufficient time to give to study- 
ing the agricultural interests of the community and to give proper 
direction to the practical work of the course. 

2. Legal requirements. In addition to the administrative re- 
quirements enumerated above the following is a brief statement 
of the definite requirements of the law which appiy to the agri- 
culture as well as to the other special departments including man- 
ual training, domestic science and commercial work. 

a. The course of study of the high school maintaining an 
agriculture department must be equivalent to the course of study 
prescribed for free high schools. 

b. The special course must be approved by the state superin- 
tendent. 

c. The special department must be a part of the public school 
system; that is, it must be under the direction of the board of 
education. 

d. The teacher of the special subject must have a license cov- 
ering the special Avork. 

e. The scope and character of the work must be such as to 
meet the approval of the state superintendent. 



22 AGRICULTURE IN THE HIGH SCHOOL 

f. The work must be maintained lor a period of not less 
than six months during the school year for which aid is granted. 

g. A report must be made by the cleric of each school board 
maintaining such department or departments to the state superin- 
tendent in such form as may be required, on or before August 1st 
of each year, setting forth facts as stated in the law. 

ii. Chapter 544, Laws of 1911, requires that all teachers of 
such special subjects must receive a salary of at least sixty dol- 
lars per month. This applies to grades as well as to high schools. 
However, an amendment passed in 1915, permits the hiring of one 
or more assistants to the regular legally qualified teacher, at a 
salary less than sixty dollars per month. 

In order to receive special state aid for work in the grades in 
these subjects, the law provides: 

a. That the grades must be connected with a high school giv- 
ing the special work and under the management of the same board. 

b. That the work must bo given in the two upper grades be- 
low the high school. 

Note: Town and union high schools have no grades connected with them even 
though they may be in the same building. Aid, therefore, can not bo granted to grades 
under such conditions. 

c. That it shall be subject to the approval of the state super- 
intendent. 

At Ifast eighty minutes weekly must be given to the work in 
the seventh and eighth grades. A longer time is strongly urged 
and will probably be required in the near future. 

The amount of state aid for each of these departments is now 
one-half the cost of instruction in that department, limited to 
three hundred and fifty dollars when the instruction ?hall have 
been given in the high school and the two upper grades next below 
the high school, or two hundred and fifty dollars when given only 
in the high school except that in commercial courses the aid is 
limited to three hundred and fifty dollars in the. high school. 

3. Advisory Conniiittee. It is strongly urged that a special ad- 
visory committee of three be selected in connection with each agri- 
cultural department. Such committee should be selected by the 
agriculture teacher with the advice and approval of the school 
board. The committee should be made up of those in the com- 
munity who possess greatest interest and Avho have had the most 
successful experience along agricultural lines. The teacher ought 
to confer with these men at frequent regular intervals about the 
general policy of the course, and should seeR: their help in locating 
the best agricultural materials for field study, such as the best 
crops, buildings and equipment, the most valuable herds and the 
best management. He should also ask their aid in devising ways 
and means of securing conveyances for field trips and in planning 
demonstrations and' exhibits. Such a committee may frequently 
lessen or perhaps prevent unfair criticism by giving sanction and 



AGRICULTURE IN THE HIGH SCHOOL 23 

assistance in field or project work which otlierwise might be mis- 
understood and misjudged. Teachers sliould also avail them- 
selves of the help and advice of county agricultural representatives 
wherever such are employed. 



IV— COURSES OF STUDY. 

1. General course. Before attempting to arrange the agricul- 
tural course, a careful study should be made of the requirements 
for the general high school course as given on pages 8-13 in the 
high school manual. As before suggested the general course for 
the agriculture department should be correlated as closely as pos- 
sible with the special work and the general subjects should be 
so treated as to bring out relationships to farm problems as much 
as possible. See under "Administrative requirements." 

2. Special ai;T'ciiltirral units. The following suggests the sub- 
jects which have cjme very generally to be included in. the course 
throughout the state. Experience seems to have confirmed the 
wisdom of the selection. A more extended outline and discus- 
sion relating to plans and methods of treatment of these subjects 
may be found under the heading: "Treatment of Subjects." Tt 
is expected in the administration of this course that special ef- 
fort will be made to adapt each subject to the prevailing inter- 
ests of each locality. For example, in regions where fruit raising 
is of large practical importance special emphasis should be placed 
upon horticulture as a part of the farm crop study. In the north- 
ern part of the state it would be wise to put more emphasis upon 
potato raising than upon corn. In some regions market garden- 
ing might call for more extensive treatment than elsewhere. 

It should be noted that Avhile elementary science is accepted as 
the agricultural subject during the first semester of the first year, 
a distinctly agricultural subject is given in the f;econd semester. 
No course will be regarded as acceptable unless such an agricul- 
tural subject is included in the first year. 

ARRANGEMENT OF AGRICULTURAL SUBJECTS. 

riRSr YEAR 

First Semester Second Semester 

Elementary Science Farm Crops 

Farm Manual Training, Farm Manual Training, 

2 periods per week 2 periods per week 

SECOND YEAR 

Farm Crops Farm Animals 

Woodwork or Forge work. Woodwork or Foi'ge work, 

2 periods a week 2 periods a week 



24 AGRICULTURE IN THE HIGH SCHOOL 

'I'HIKD YKAR 

Farm Animals Soils and Fertilise rs 

Mechanical Drawing, Mechanical Drawing, 

2 periods a v.-eek 2 periods a woek 

FOURTH YKAR 

Farm Mechanics Farm Management 

Cement Work, or Farm I3uilding Cement Work, or Farm Bnilding 
Construction, Construction, 

2 periods a week 2 periods a week 

3. Conibiiiation with the geiieiiil coui'se. The following suggests 
a practical combination of the agricultural units with the genera i 
English course. In calculating the proportionate amount of time 
which the special teacher gives to the agricultural subjects the 
work in farm carpentry, woodwork, forge work and mechanical 
drawing may be counted as a part of the agricultural work. The 
addition of these subjects to the usual four subject program may 
be looked upon as a departure from a custom of some years' stand- 
ing. However, it is believed that if work is presented in such a 
way as to interest pupils that there will be no difficulty in their 
accomplishing this }nuch extra, especially since these subjects are 
of such a nature as to easily interest boys and, at the same time, 
call for a large amount of tnanual lather than exclusive mental 
effort. It is recommended that these subjects be given two peri- 
ods pel- week instead of five and then carried through more than 
one semester. It is expected that spelling, penmanship and library 
methods will receive needed attention in general exercises, in the 
English and if need be in other studies. 

COMBINED AGRICULTURE AND ENGLISH COURSE 
FIRST TEAR 

First Semester H'^rnnd Semester 

English English 

Algebra Algebra 

Elementary Science Botany, Elementary Science or Geo- 
graphy 

Zoology or Botany Farm Crops 

Farm Manual Training, Farm Manual Training, 

2 periods a week - 2 periods a week 

SKCOXD YKAR 

English English 

General History General History 

Bookkeeping (Farm accounts) Arithmetic 

Farm Crops Farm Animals 

Woodwork or Forge Work, Woodwork or Forge Work, 
2 periods a week 2 periods a week 



agriculturk; in the high school 25 

THIRD YKAR 

English English 

Geometry Geometry 

Farm Animals Soils and Fertilizers 

Modern History or Chemistry Modern History or Citizenship 

Mechanical drawing, Mechanical drawing, 

2 periods a week 2 periods a week 

* Domestic Science (for girls) * Domestic Science (for girls) 

FOURTH YKAR 

American History and Civics American History and ('ivies 

Physics Physics 

Farm Mechanics Farm Management 

Reviews or English Reviews or English 

Cement Work, or farm building Cement Work, or farnr building 

construction, construction, 

2 periods a week 2 periods a week 

* Domestic Science *Domestic Science 

* Domestic Science has here been arranged to meet the needs of 
small schools which wish to allow the girls to take agriculture dur- 
ing the first two years. It is perfectly satisfactory to have the 
domestic science given the first two years provided some other 
course besides Agriculture is supplied for the girls during the last 
two years. 

4. Course with one iiuit of aariciiltiire. High schools often de- 
sire to give one or two semesters of agricultural work without at- 
tempting to meet the full requirement for state aid. The following 
course is suggested to meet the needs of such schools. 

COURSE WITH ONE UNIT OF AGRICULTURE 

riRS'T YKAR 

First Semester Second Semester 

English English 

Algebra Algebra 
Elementary Science (Physical) Botany 

Zoology or Spelling Penn, etc. Physiology 

Manual Training, Manual Training, 

2 periods a week 2 periods a week 

SKCOND YEAR 
English English 

General History General History 

Bookkeeping Arithmetic 

Farm Crops and Soils or General Farm Animals of General Agri- 
Agriculture culture 



26 AGRICULTURE IN THE HIGH SCHOOL 

THIRD YJ':AR 

English English 

Geometry Geometry 

General History English History 

Geography or Chemistry Citizenship 

FOURTH YKAR 

English English 

U. S. History & Civics U. S. History & Civics 

Physics Physics 

Reviews (Alg. Arith. Gram. Geo.) Reviews or Economics 

5. Short Course. This may be organized either under the "Agri- 
culture and Domestic Science Short Course" law (section 496c — 4), 
or under the so-called "Winter Term" law (section 494ff). The 
former applies to schools already giving a special course and having 
a specially qualified teacher for the special subject. The course must 
be given for sixteen v/eeks and eighty minutes a day must be given 
to the special subject, that is, agriculture or domestic science, but 
no extra teachers are required, provided the work can be done by 
the regular teachei's without overcrowding. The winter term law 
requires a separate department with an extra teacher employed for 
half the regular school year. In this course any subjects adapted 
to the needs of pupils may be offered and only general high school 
qualifications are required of the teacher. The first law offers 
!l!200 special state aid, while the latter allows two-thirds of the extra 
teacher's salary. The winter term course has proved much the more 
popular of the two courses. 

The following course has been tried out and has proved 
very successful. It may easily be adapted to the needs of either 
plan. The course covers two years, with sixteen or eighteen weeks 
work each year. Regular credit may be given for this work and 
pupils may be admitted to regular high school classes as soon 
as their qualifications, in the judgment of the principal or superin- 
tendent, meet the regular high school requirements. It is not ex- 
pected that the need for this short course will be permanent in any 
community, since within two or three years it is probable that all 
students desiring such a course will have completed the work or 
•vill have cleared up back work so that they can enter regular high 
school classes, a thisig which has resulted in a great majority of 
cases. 



AGRICULTURE IN THE HIGH SCHOOL 



27 



SUGGESTED COURSE. 



FTR3T YEAR 



Subject. 



Eng'lish— composition and 
literary reading- 

Business aritlimeiic 

Elementary science 

History 

Civics.. 

Agriculture or domestic 
science 

Penmansliip 

Spelling 





i 










« 




<v 










O t, 


73 


Sa 


u 


^ 


O 


•5 


1 


5 


1 


4 


*.H 


3 


% 


■i 


% 


4 


*5 


2 


% 


•> 


-';- 







SECOND YEAR 



Suljject. 



English— composition and 
literary reading 

Business arithmetic 

Elementary science 

Geograpliy 

History 

Agiicultuie or domestic 
science 

Penmansliip 

Spelling 



T^ 



A credit as here used indicates a semester credit, two of wliicli 
are necessary to make a regular high school unit. Spelling and 
penmenship should be required of pupils only until they show a 
good degree of proficiency. 

A free opportunity should be allowed pupils to make elections ac- 
cording to their individual needs. A special effort should be made 
to adapt subject matter to the interests and capacities of pupils. 
The distribution of periods per week for the different subjects may 
be changed as thought Avise, but those given are intended to suggest 
relative value and relationships. Furthermore, the plan of giving 
less than five periods per week to some subjects is thought especi- 
ally desirable in this course. 

The general science has worked out well as an introductory half 
unit to the special agricultural subjects as well as to the general 
course. Where elections are possible it is considered an advantage 
to give pupils half a year after entering high school before it is 
necessary for them to decide whether or not they vrish lo take the 
agricultural course. Furthermore, the general science is as valu- 
able for girls as boys, serving as a splendid introduction to domestic 
science or to any other science work. Again, it is usually im- 
possible to begin any project work, certainly in the line of farm 
crops, before the middle of the fir.?t year. It is thus easily possible 
with this arrangement of the cour.'^e, to start the project work im- 
mediately as soon as the special agricultural subjects are begun. 

It is considered a decided advantage to carry the farm plant life 
work through the plant season which determines the farmer's year, 
rather than through the school year. This arrangement makes it 
possible to link the v/ork up much more closely with the actual ac- 
tivity of the farm and carry out a seasonal plan of treatment rather 
than one based wholly upon a supposed logical arrangement of sub- 



28 AGRICULTURE IN THE HIGH SCHOOL 

ject matter. At the same time, it is possible to bring about tlie 
closest correlation between the project work and the regular class 
instruction. 

In the course as foimerly outlined in the high school manual, the 
soils work is given in the last half of the second year. This has 
been changed by substituting the first semester of animal study 
a^nd moving the soils work to the last half of the third year. This 
is believed an improvement which works to the advantage of both 
subjects. The animal study, and especially the part dealing with the 
dairying and poultry study,, has a special advantage in the earlier 
part of the course because of its ready appeal to the practical intei*- 
ests of young high school pupils and because of the interesting 
nature of the projects, field work, etc., in this line. This is espe- 
cially true because of the natural interest of ycung people in the 
companionship and activity of animals and also because of evident 
economic values which are quickly realized from animal projects 
such as the keeping of a flock of poultry, the testing of milk or 
the raising of a calf or pig. Again, if it is necessary as it is in some 
small high schools to have the girls take the agriculture through 
the first two years of the high school course, the animal work is far 
more interesting and profitable to them than the soils. 

There is advantage also on the side of the soils in having this 
topic placed farther along in the course. This subject though very 
important, is yet one of the most difficult in the course to present 
in an interesting and effective way. Greater maturity en the part 
of the pupils and larger general training especially along the 
science lines, helps decidedly in making the presentation of this 
topic easier and mot*e effective. There feeems little question but that 
the senior year offers the best place for the presentation of the 
farm mechanics and farm management. 

A word further about the two periods a week in manual training, 
mechanical drawing, etc., which has been suggested throughout the 
course. These lines of manual work are interesting to all high 
school boys but especia,lly to boys just^ entering the high school. 
They are generally so eager to do such w^ork that they are ready 
to spend much time beyond that regularly required in completing 
projects in hand. It is not believed that the three hours a week 
called for in addition to the time devoted to the regular four units 
of work will prove an over burden to any student, while on the 
contrary the work will not only have the greatest practical value in- 
connection with agriculture, but will serve as an especial aid in in- 
teresting pupils in the course at its Very be.ginning as well as give 
a valuable training irrespective of the agriculture. 

In schools having manual training departments it ought usually 
to be possible to provide special classes for the agriculture pupils, 
but if not. it ought not to be at all difficult to differentiate the work 
for different pupils so that agriculture pupils and others may carry 



AGRICULTURE IN THE HIGH SCHOOL 29 

along their work together. In the smaller schools where no man- 
ual training course is offered, two or more benches and sufficient 
space, either in one part of the agriculture room or in some other 
convenient place, should be provided for the carrying on of this 
work. Mechanical drawing tables or desks can usually be made by 
the pupils. It is strongly urged that all schools giving ihe agricul- 
ture course provide one or more forges for carrying on the forgo 
work. Some place in the basement can usually be found for the 
cement work. In one school in the state a cement block shop has been 
erected by the agriculture pupils. In this shop carpentry, forge 
work, mechaiiical drawing and cement work are all provided for. 



V— GENERAL METHODS AND LINES OF WORK. 

1. General Plan. The general plan of work should include the 
following lines: 

a. Field work in which provision is made for a first hand 
study of the best agricultural material in the community, — e. g. 
selecting seed corn from a field, studying a local dairy herd, visit- 
ing a fair or poultry show, studying and setting up farm machinery 
at the warehouse of some dealer. 

b. Observation and e.vperinient in which proper laboratory in- 
struction should be given with materials in the hands of pupila 
so as to furnish an adequate basis for an understanding of the 
principles of the subject. 

c. Class instruction in which the assignment of definite les- 
sons should be combined with teaching, testing and drilling in such 
a way as to insure adequate organization and application of the 
facts and principles of the subject. A good text should usually 
serve as a guide and as a chief source of information. 

d. Practical projects in which actual farm practice is carried 
out in such a way as to secure a productive result which should 
be accompanied by a systematic account. Such projects may in- 
clude school or class projects and home or individual projects. 

e. Contests and exhibits which may be arranged in connection 
v.'ith local fairs or exhibits, but best of all in connection with a 
"Harvest Festival" program for the whole school. At this time 
there should be an exhibition of products resulting from the pro- 
jects and a general rounding up of the productive side of the work 
in such a way as to impress pupils with the worth-whileness of the 
work and appeal to the interest and pride of the whole community 
in the results of the course. 

f. Manual trainiiiij; work related to farm needs, such as farm 
carpentry, forge work, mechanical drawing, cement work, and farm 



30 AGRICULTURE IN THE HIGH SCHOOL 

building construction. These have been especially provided for in 
the course and will be outlined under treatment of subjects. 

g. Coininunity or extension work such as institutes, farmers' 
exhibits, short courses, cooperative plans among the farmers, etc., 
operated in the interests of the whole community. 

2. Field Work. The field work is of special importance in this 
course. The purpose should be to utilize for study the best agri- 
cultural materials and methods of the locality. Furthermore, pu- 
pils should by all means see the application of what they are study- 
ing at school to the actual conditions of the farm. Pupils living 
on the farm have, of course, an acquaintance with many things 
and a knowledge of common practices, but it is of the utmost 
Importance that even such pupils should have large opportunity to 
make applications under the direction of the teacher, and also that 
all the pupils should have a chance to observe the best things that 
can be reached in every line. 

In many cases the main business of a field trip would be the 
observation and study of materials or methods related to the in- 
struction work. The following are mainly of this sort: studying 
a dairy herd, observing any pure bred stock, visiting a fair, a poul- 
try show or other exhibit^ visiting a creamery, visiting a seed house 
or feed store, visiting gardens or greenhouse, studying the land- 
scape work in a park or yard, studying the construction of the best 
barns and buildings, visiting a demonstration farm or orchard, mak- 
ing a trip to a Jiiachinery warehouse, visiting stockyards, ob- 
serving results of liming soil, observing new and improved varie- 
ties of grains. In other cases, there may be a definite piece of 
work involving the best practice, which should actually be done 
in the field or on the farm, under the direction of the teacher. 
The following are examples: judging stock at farms, at stockyards, 
at stables or at any stock exhibit, spraying fruit trees, selecting 
corn in the field, selecting and judging potatoes in the field or at 
a warehouse, collecting weed and grain samples, collecting insect 
materials, treating plants for disease, gathering data for farm man- 
agement problems, setting up machinery on the farm or at a ware- 
house. 

This line of work should be regarded as a very important and 
essential part of the plan of developing each subject. It should 
not be looked upon as outside or as supplementary work. The 
farm and the field furnish the most important laboratory of the 
course, through this must be supplemented by considerable inside lab- 
oratory work. It is the business of the agricultural teacher with 
the help and advice of the principal to arrange a program which 
provides for this v/ork. As far as possible it should be done at the 
time assigned to the work on the daily program. Where more time 
is demanded the class may be Excused at the regular hour and a 
time arranged after school or on Saturday. It may be necessary 



AGRICULTURE IN THE HIGH SCHOOL 



31 



to have pupils excused occasionally from one or more classes in 
order that they may get in a trip which is difficult to arrange in any 
other way. The principals of schools having this department 
should see to it that sufficient liexibility is allowed in the general 
program to make these trips possible for the agriculture class. 




STOCK JUDGING AT DODGEVILLE HIGH SCHOOL. 



Sometimes a iialf day trip may ba necessary. It is helpful to ar- 
range the program of pupils in this course so that their general 
course work comes in the morning as far as possible, and the agri- 
culture in the afternoon. It should not, however, be felt or un- 
derstood that the field work is extra and must be done in addition 
to the work of the regular periods. Needed field work is a regu- 



32 AGRICULTURE IN THE HIGH SCHOOL 

ular pait of the work and regular tinae should be used for it so far 
as the nature 61 the trips will permit. 

Many of the field trips may be within easy walking distance but 
where it is necessary to go farther the provision of suitable con- 
veyances becomes an important problem. It has frequently been 
found possible to provide these through the boys in the course 
who are able to furnish autos or other conveyances. In other cases 
owners of pure bred ttock or other farm equipment are often gl?d 
to drive in to take the boys out to their farms. Often owners of 
automobiles who live near the school and who are Interested in the 
course are willing to donate the use of their machines for long dis- 
tance trips. It will not often happen that railroad transportation 
will be necessary for any trip. However, occasionally some such 
ti'ip may be of unusual value. In such cases it will generally be 
the best plan to expect each pupil to provide for his own peiEonai 
expense. However, school boards have som.itimes been willing to 
provide money to meet such needs. In still other cases classes have 
earned the money through some form of school activity. It is the 
business of the agricultural teacher to work out in cooperation 
with the pupils ways and means for carrying out an effective pro- 
gram of field work. 

In all the field work the fullest cooperation should be sought 
especially of the advisory committee. At the same time, there 
should be an effort made to secure the cooperation and help of 
farmers and others in the community, not only in securing convey- 
ances for field trips, but also in locating the best things and in se- 
curing valuable demonstrations. The most effective kinds of exten- 
sion or community work usually grows up through such coopera- 
tion. Likewise, community interest and support are vei-y much in- 
creased. 

As a regular part of the work, the field study demands as care- 
ful planning and as systematic direction as any other part of the 
work. Generally some preliminary study or discussion is neces- 
sary to give a clear idea of the purpose of the trip and to raiss 
questions and problems for study. It is very desirable that an out- 
line of these questions should be placed in the hands of the pu- 
pils. These may be mimeographed or copied by the pupils in their 
notebooks. There is also need for frequent class discussion dur- 
ing ithe trip to see what pupils have observed and whether they 
are working out the problems in hand. If it is found that some 
are failing to give concentrated attention or have their minds on 
other things,, they can be reqixired to review their observations and 
study the questions further while the material is still at hand for 
fctudy. Each pupil should keep careful notes on the results of the 
trip. Such notes ishould be put into some good tabulated form 
wherever possible and the whole should be put into good shape 
and made a part of a permanent record. Such notes are more 



AGRICULTURE IN THE HIGH SCHOOL 33 

valuable than many of the tedious notes which are often required 
in connection with inside laboratory work. If pupils are made to 
feel that an intelligent written account will bs expected, showing 
results of problems worked out, they will be strongly stimulated 
to give business like attention and to round up definite results. It 
is only through accurately recorded observations of this kind that 
the work may be given real scientific value. The teacher will have 
no more important problem in the work than that of organizing 
Ptrong teaching work in connection with the field trip. The hap- 
hazard, good time sort of trip which is so easy to fall into, should 
have no place in the work of this course. For further suggestions 
on students' notes see under "Notebooks." 

3. Laboratory Experiment and Observation. This work should 
be very closely related to the field work. Much of the matej'ial ob- 
served and collected on the field trips demands a more careful study 
than is possible in the field. Such study should be carried on in 
the laboratory with arrangements so that students may be seated 
about tables with material in hand and with suitable apparatus for 
the work. Such work should have the most careful direction from 
the teacher. The problem is not one of working out by the aid 
of some laboratory manual a standard set of experiments which has 
been formulated by some specialist who has little knowledge of the 
pupils or of vital problems in the locality. Such manuals may be 
very helpful in giving suggestions and in describitrr rcliftb^^ r-">\h. 
ods for the help of the teacher, but in the hands of the pupils they 
are likely to result in a blind and unintelligent following of direc- 
tions without any real motive -'and perhaps no appreciation of any 
nrinciples involved. Such manuals in the hands of pupils tend 
likewise to develop an irresponsible if not a shiftless attitude on 
the part of the teacher toward this phase of the work. 

What is needed for effective laboratory work is the most skill- 
ful kind of teaching while the pupils are at work with material in 
hand. In fact the laboratory work to be effective must constitute 
a closely related and inseparable part of the complete method 
which culminates in the formal class exercise or so-called recita- 
tion. There should be a free opportunity to organize the class for 
discussion at any time during the laboratory period and likewise 
questions should be referred back frequently from the class dis- 
cussion to the laboratory for further exneriment or observation. 

It is of the utmost importance that the laboratory study should 
arouse the pupil's best and most concentrated thinking. Much 
current laboratory work fails utterly to do this for the reason that 
it lacks any purpose or motive which appeals to the pupil. It has 
been said that the first step in any good thinking is a problem in 
the pupil's mind which to him is worthwhile. This means a defi- 
nite problem, an intelligent understanding of it by the pupil and a 
motive for working it. Problems grow out of the experiences and 



34 AGRICULTURE IN THE HIGH SCHOOL 

situations of life. Tlie trouble with the usual laboratory manual 
iiiethod is that the problem of an experiment Ins no connection 
with the pupil's experiences, but is made by the teacher or special- 
ist and imposed upon the pupil according to some supposed logical 
order for the mature mind. Often this supposed order is only con- 
fusion to the pupil. Either he does not see the problem at all 
and therefore goes blindly at work to follow directions or, if he 
does see the problem, he sees no connection with his own experi- 
ences and therefore has no motive, unless an artificial one, for 
trying to work the experiment. 

Again the next rjtep in any good thinking after having a problem 
and a motive for trying to solve it, is to begin to think out a 
method of working it. The laboratory manual wholly deprives 
the student of this step and not only imposes the problem upon him 
and depends largely upon an artificial motive, but it imposes also 
a complete method for the solution. "What is needed is more lab- 
oratory teaching and less turning of students loose in the labora- 
tory to work out tasks imposed from without. There should be 
more use of the laboratory for working out of problems which have 
been formulated by the pupils themselves out of their own ex- 
periences, under the guidance of a teacher who has an under- 
standing of what problems are useful in developing the principles 
of the subject. 

A line of procedure based upon the above considerations would 
proceed somewhat as follows: First, pupils are organized as a 
class about tables in the laboratory, with material for observation 
or experiment ready at hand. Then the teacher begintj a prelimin- 
ary study in which pupils are asked questions concerning their 
previous experiences along the line of the topic of the day. Nat- 
ural situations and common experiences are brought before the 
claso and out of these the teacher by skillful questioning will lead 
the pupils to formulate many problems which are full of vital in- 
terest to the pupils because they are the outgrowth of actual ex- 
perience. A skillful teacher will even seek for those things which 
especially interest pupils by such questions as this: "What things 
are there in the line of this topic which you would like to find 
out?" 

When these problems have been raised and interest has been 
stimulated, then the next step is to select certain problems and by 
further questioning lead the pupils to work out a method of solv- 
ing these problems. Of course, pupils cannot be allowed to waste 
time in trying out every line of their suggestions, but by wise 
direction on the part of the teacher pupils are led to see the de- 
fects in their suggestions and a workable method of procedure is 
finally agreed upon. Some of these questions, may call for care- 
ful observation of materials at hand or certain experiments may 
need to be performed. The observations as well as the experi- 



AGRICULTURE IN THE HIGH SCHOOL 35 

ments should follow the problem method. Questions by the teacher 
drawn from common experience should furnish the motive to di- 
rect the observations. Pupils themselves should be stimulated to 
ask good questions. 

To illustrate suppose "a study of the corn seed" is the topic of 
the day. Questions like the following should mark out the ap- 
proach in the study of this topic: What must a farmer provide 
in order to raise a crop of corn? Why does he test his seed? What 
difference between a kernel of corn that will grow and one that 
will not? (One is alive and the other is dead). How important is 
this difference? If this seed is to produce a young corn plant 
what would you naturally look for in the seed? What parts does 
a young corn plant have? See if you can find corresponding parts 
in the young plant within the seed. What is necessary to make a 
pig or ?ny other young animal grow? What would this young 
plant have to have for growth? Before the roots of the young 
plant become fixed in the soil, how is the young plant going to get 
food? See if you can find out where this food is stored in thS 
seed. If a young corn plant is pulled out of the ground what 
happens to it? Why? Find out how the young corn plant in the 
seed is protected from wilting and drying. What happens to a per- 
son who is deprived of air? How does this young plant in the 
seed get air? Find out how the young plant in the kernel of corn 
is connected with the food supply. In some seeds the food supply 
is in this part which is connected directly with the young plant. 
Now would you like to know what the botanist calls these parts 
so that you can speak about them accurately and quickly? Why 
have names for things? We shall have drill on these names till 
we get them well associated with the parts to which they belong. 
(Give a large amount of such drill.) Find all of these parts using 
soaked as well as dry seeds. Find the parts in sections of the 
seeds. How many different sections can you make? Make some 
rapid sketches to show parts and label each neatly. Study a bean 
seed in a similar way and then write a comparison showing simi- 
larities and differences. It will be observed here that develop- 
ment of knowledge has been by meeting a problem at each step 
and working this out by reference to previous knowledge or to 
new observations. The illustration may be taken as typical. Modi- 
fications of it will be necessary, of course, in special cases, but the 
general method is fundamental to good laboratory teaching. 
Questions and problems may sometimes be worked out best by ob- 
servations or simple experiments at home or by a visit to some 
field or shop. Frequently, however, experiments readily adapt them- 
selves to (laboratory manipulations. Sometimes, the whole class 
may v/ork the same experiment, but in many cases different indi- 
viduals or different groups may work different experiments. After 
the work has progressed to a stage where a convenient unit of work 



36 AGRICULTURE IN THE HIGH SCHOOL 

has been completed the class may be called together for further 
discussion to find out whether work has been properly done and 
whether good thinking has accompanied it. After full discussion 
some things may profitably be put into good form in a notebook 
and perhaps some sketches made. In some cases the field trip 
will furnish the most effective means of provi.ding experience at 
a certain stage. This should be conducted with the idea of mak- 
ing it a teaching exercise on the same plan as already outlined. 

THE PUPIL'S NOTEBOOK. 

Each student should keep a careful notebook in which should ap- 
pear an intelligent record of what has been learned in connection 
with the laboratory and field study. Such a book should serve the 
practical purpose of furnishing a memorandum for the pupils' fu- 
ture, reference and also as evidence to the teacher that the pupils 
have made the study required and have gained correct ideas. Very 
little information taken from books or from other sources outside 
the pupils' own direct observations should be included. In all 
cases where such material is included as a help in giving needed 
explanations, the source of such information should be indicated. 
Elaborate organization of subject matter in the notebook is re- 
garded as a great waste of time. Long and tedious tabulations, 
and the filling in of formal outlines should usually be avoided. 
The notebook should show in a direct and intelligent way just what 
the pupil has observed, what thinking he has done and what inter- 
pretations and conclusions he has reached. 

Such an account may take the form of description or discus 
sion, but frequently may be in the form of suitable drawings or 
sketches. Such drawings should be neat and give an accurate idea 
of the object or objects represented but they should at the same 
time be made rapidly. This form of drawing is a means of expres- 
sion rather than a means of making an attractive drawing for ex- 
hibition or publication. Laborious and tedious drawings with 
great attention to minute details .should be especially avoided. Fre- 
quently a sketch or drawing may take the place of considerable 
description. A neat tabulation for all numerical data is desirable, 
but too intensive and technical tabulation should be avoided. It 
must be remembered that the usual high school student has A^ery 
limited ability as a statistician. 

It is especially important that good notes should be kept on the 
field trips and in connection with the home projects. The tend- 
ency is very strong to make the field trip a kind of holiday ex- 
cursion in which the jolly good time spirit has chief prominence. 
One of the best means of holding pupils to definite work is to ex- 
pect of them well organized notes on the work. On the other hand, 
it cannot be ' too nuich emphasized that nothing can more easily 



AGRICULTURE IN THE HIGH SCHOOL 37 

dull and destroy interest and enthusiasm in science work tlian tedi 
ous and irksome notes and drawings in connection witlr laboratory 
work. 

The loose leaf notebook is recommended as having, many advan- 
tages, and the use of uniform covers for all students is very desirable. 
It is sometimes a convenience to have pupils supplied with a small 
pocket notebook for use on field trips to avoid getting regular covers 
worn and soiled. The field notes may then be transferred to the regu- 
lar book. However, the general practice of rewriting notes is not to 
be encouraged. It results in too great a sacrifice of time and further- 
more, it is important that the habit of making usable notes at the time 
observations or experiments are carried out should be cultivated. 

The notebooks should be inspected occasionally by the teacher. This 
inspection should be more frequent in the early part of a term or 
semester in order that pupils may at the very beginning learn to make 
good notes. The pupil should be made to feel that the notes are for 
his own benefit rather than for the teacher. The habit of marking 
notebooks by weeks or even by months and then letting the notebook 
record count as ipart credit on the course is a bad practice, which 
usually stimulates pupils to copy work from others or to hand in re- 
ports of work not actually done. Furthermore, the notebook often 
gives a very false idea of the actual merits of pupils' work. The tend- 
ency is to develop exhibition notebooks which show very little of the 
real value of the work. Again, the slavish habit of looking over and 
grading great piles of notebooks is likely to consume far too much of 
the conscientious teacher's time. At the same time, the teacher 
should see to it that notes are neatly kept, that they show evidence 
of faithful work and that good habits of English are followed. The 
problem of developing good English in the high school is just as 
much a duty here as in the English classes. 

4. Class Instruction. As has been stated, this follov/s as a nat- 
ural and inseparable part of the method begun in the laboratory out- 
lined above. 

When a convenient amount of laboratory work has been rounded ur 
in this way, then a textbook lesson may be assigned in connection with 
a review of all the laboratory work. The text furnishes fuller author- 
itative information and helps the pupil to organize all his knowledge 
about certain principles and more general ideas. In the next class 
period the teacher helps pupils in this organization by questions which 
stimulate further thought. At the same time the pupils caii be held 
for knowledge gained from the book. Still further, wider understand- 
ing can be developed and practical applications can be made. In this 
exercise, when ideas have been fully worked out and are clearly ur der- 
stood, technical names, whenever needed, may be presented and the 
teacher may assist pupils in forming a close association Jsetween these 
ideas or structures and the terms which are applied to them. Finally, 
definitions may be formulated and formulae worked out, provided these 
are not too technical. It will be observed here that definitions and 



38 AGRICULTURE IN THE HIGH SCHOOL 

formal statements are the final and not the first step in organizing and 
rounding up a topic. By far the most common method of recitation 
observed in most classrooms is the exact reverse of that outlined here; 
that is, definitions and abstract statements are called for at the be- 
ginning instead of at the end. After these are stated by pupils the 
teacher then asks to have them illustrated by concrete examples. It 
will be apparent that this common method compels the pupil at once 
to fall back upon his memory of what the book said. This textbook 
plan is especially poor in meeting the needs of the agriculture work. 
Mere reciting of textbook knowledge, especially in this subject, is 
likely to result in lifeless, parrot-like work which develops little or no 
interest and which has small value. Agriculture above all other sub- 
jects, if it is to have any vocational Value must rise above this 
method. 

A further step in the complete program should consist of review and 
summary in which good organization of knowledge is insisted upon 
and in which adequate practice and drill are given to enable pupils 
to gain as large a mastery as possible of the material. 

A final step in rounding up any topic may consist of the assignment 
of special supplementary topics which call for more extended study of 
available sources of information, along the line of the most practical 
phases of the subject. These assignments furnish one of the very best 
opportunities to adapt the work to the varying interests and capacities 
of the students of the class. For this reason the teacher should aim 
to let each pupil select topics along the line of his leading interests. 
Furthermore, many of these topics will be suggested by problems which 
have been raised in the class discussion. 

While mere reciting out of a textbook should by all means be avoided, 
.a good textbook should nevertheless be placed in the hands of the 
pupils and made the basis of the work in each subject. Bulletins 
and other references may then be used to great advantage as, supple- 
mentary material. Without a text, the work in the hands of the ordi- 
nary teacher, is likely to be indefinite, disconnected and unsatisfactory. 
There is, furthermore, an advantage in the thorough acquaintance with 
a standard text which comes by continued use and which is lost by too 
frequent changes. In the use of a text, however, teachers should be 
constantly on their guard that the work shall not be made too techni- 
cal and difficult for high school pupils. The injurious effect of this 
error in the past in nearly all lines of high school work and especially 
in science are generally recognized and there should be earnest effort 
to avoid this mistake in this new subject if it is to be made vital. 

For both the laboratory work and for the more formal class instruc- 
tion there should be a good supply of illustrative material. Such ma- 
terials should include materials brought in by pupils or teachers for 
temporary use, mounted specimens, pictures, charts, farm utensils, etc. 
A lantern with a good collection of slides is also a most valuable help 
in making the instruction concrete and real. Every school giving this 
course should have a special room and cupboards provided with suit- 



AGRICULTURE IN THE HIGH SCHOOL 39 

able shelves and drawers where such materials may be gathered to- 
gether and arranged so that they may be quickly available for use. 
See under "Equipment and Illustrative Materials" for further sug- 
gestions along this line. See also comments on "Field Work," "Lab- 
oratory Observation and Experiment" and "Recitation Work" under 
Botany and "General Statement" under Science in the high school 
manual. 

The so-called lecture method should have small place in secondary 
school work and especially in the subject of agriculture. High school 
pupils have little power of getting definite knowledge in this way and 
few teachers are capable of holding interest or attention in material 
thus presented. The conference plan with the give and take of ques- 
tions and discussions, based on assigned lessons, furnishes the most 
stim.ulating atmosphere for good thought as well as for holding pupils 
for definite preparation and results. Pupils themselves should be en- 
couraged to ask questions and originate discussion provided this is 
done in the right spirit. It is likely to be especially wasteful of time 
and energy to attempt to give pupils information or directions by the 
dictation of notes. A small amount of this may sometimes be need- 
ful, but it should usually be avoided. 

The dictation of material from the college notes of the teacher is 
likely to be particularly ineffective. Such notes are in nearly all cases 
too technical and intensive for the use of high school pupils. Though 
such materials may occasionally be valuable in a high school course, 
they should in nearly all cases be considerably modified to adapt them 
to the interests and capacities of these pupils as well as to the local 
conditions. Even most high school books and plans of work are likely 
to be too technical and too difficult. Teachers should therefore be par- 
ticularly careful to see that any material taken from college sources 
should be made simple and practical, when used for high school pupils. 

While the teacher should use the lecture method very sparingly he 
should nevertheless be ready to make his contribution to the discus- 
sion. The common criticism that teachers talk too much does not 
exactly hit the real difficulty. It is rather the truth that they talk at 
the wrong time. A good teacher will use every means to get pupils 
to make the fullest possible contribution to the topic in hand, being 
especially careful not to interfere with the fullest expression. How- 
ever, when the knowledge and ideas of the class have been fully 
rounded up, and the best possible expression has been developed, 
then the teacher has one of the finest opportunities of the 
classroom to add his contribution and from larger experience and a 
fuller command of the subject, add new illustrations, fill in the gaps 
and give students a large and inspiring view of the whole topic. 

The inexperienced teacher is in danger of weakness both in the 
matter of giving each pupil too little chance or of helping the pupil too 
much, and in failing to make suitable contribution himself. When any 
pupil fails to make a satisfactory answer, the young teacher is too apt 
to give the information himself or pass the question on at once to 



40 AGRICULTURE IN THE HIGH SCHOOL 

other pupils, when he might by skillful questions and by the use of 
familiar situations, lead the first pupil to make a much larger con- 
tribution from his own knowledge. Frequently pupils fail to get 
credit for what they know perfectly well because the teacher's question 
puts the thing in an unfamiliar and perhaps also in too technical a 
way. On the other hand, the inexperienced teacher too often fails to 
give any contribution at all himself, accepting scrappy and inade- 
quate answers, failing to correct inaccuracies in answers given, do- 
ing little incisive questioning, and leaving the whole topic vague 
and confused. 

There is often need, furthermore, that pupils should be required to 
defend their ideas against opposition. For this reason, the teacher 
should not give too ready assent to the pupils' answers, but rather 
hold approval in the background and sometimes even present objec- 
tions in order to lead pupils to clarify and establish their answers or 
for the purpose of bringing out the -weaknesses of replies. It is de- 
sirable that a wholesome spirit of questioning and debate should be 
aroused in the whole class, so that pupils demand of each other ade- 
quate proof or evidence of points in hand. The class thus comes to 
have the conference spirit where the teacher acts as leader and 
where each one is ready to make his contribution in gaining the 
fullest mastery of the subject in hand. 

There is need also that the recitation work should include vigorous 
testing and drilling on the work covered. In the testing, pupils should 
be held for definite, accurate and well organized knowledge. Much 
of this may be done in connection with the teaching development, by 
asking questions which demand not only good thinking about familiar 
situations, but also information supplied in the assigned lesson. A 
skillful teacher will find out whether pupils have made adequate 
preparation by testing their ability to select needed information gained 
from preparation of the lesson and to apply this to some problem in 
hand, rather than by bookish questions which call for reciting wholly 
or even in large part from memory of what was stated in the book. 
Altogether too much reciting is this memory kind with no problem to 
stimulate thought and little motive to arouse interest. While much 
testing should be done in connection with the teaching, there should 
also be some special attention given to testing and review. It is a 
good plan to devote a little time to this early in the recitation, at least 
several times a week before the advanced lesson is taken up. High 
school pupils are not sufficiently mature so that they can be depended 
upon to do sufficient reviewing and testing of themselves outside of 
class. 

The need of adequate drill work needs to be emphasized especially. 
High school teachers are altogether too apt to copy after college or 
university methods here and give entirely too little attention to good 
devices for drill work. Whether enough drill work is done in college 
classes need not be discussed here, but whatever may be said on this 
question, it is certain that good drill work is neglected in most high 



AGRICULTURE IN THE HIGH SCHOOL 41 

schools. The plan in the high school should be patterned after methods 
found effective in the grades below rather than after college methods. 
Devices should take advantage of well known methods of arousing in- 
terest. Drill exercises should first of all be snappy and vigorous, so 
that the very activity itself will arouse enthusiasm. Again the spirit 
of rivalry and the play instincts may be appealed to as a means of 
getting the most concentrated attention. At the same time it should 
be remembered that the fixing of knowledge permanently in mind de- 
pends upon good attention, establishing many familiar associations 
and frequent repetition or application. A good variety of drill devices 
should also be employed in the drill work. 

Much of the work in all the agriculture subjects, as well as other 
high school subjects, involves the gaining of familiarity with new 
terms or expressions. The use of technical terms should be avoided 
wherever simpler terms can be used but many new terms are abso- 
lutely necessary as a part of the language of the subject. Familiarity 
with these terms is necessary both in presenting accurate ideas to 
others and likewise in understanding the thoughts of others. In order 
that the pupil may acquire facility and skill in the use of the language 
of the subject, it is necessary that there should be an instant and 
accurate association in his mind between each term and the idea or 
object to which it belongs. 

A good deal of drill and practice is demanded in gaining this 
familiarity and in establishing these associations. Without such 
familiarity both knowledge and expression are hazy and confused. 
In many cases pupils appear to be* wholly ignorant on certain topics, 
whereas the ideas involved are perfectly familiar. They seem ignor- 
ant simply because they have no understanding or mastery of the 
terms and language employed in giving full and accurate expression to 
these ideas. What is needed is a thorough drill in a mastery of the 
necessary language. For example, many boys might know a good 
dairy cow or a good horse, but be unable to point out the points of 
excellence or show in what characters the animal excels. In order 
to be a master of the whole problem, the boy must understand the 
names of the parts and the terms commonly employed to describe 
them and gain skill in the use of these to express his ideas. It can- 
not be impressed too strongly upon the high school teacher of agri- 
culture that a large amount of vigorous and snappy drill work is 
needed with the use of the best possible devices, in order to give pupils 
intelligent mastery of the work. This applies with special emphasis 
to such topics as — parts of a dairy cow, parts of a horse, classes of 
animal foods, constituents of milk, breeds of poultry, identification of 
weed specimens, etc., but'it applies also to practically all of the topics 
dealt with in the classroom. 

In order to show more definitely how effective drill work may be 
conducted, the following exercises are suggested: 

1. Parts of a dairy coav. Take up this study first with a good 
chart before Ihe class showing parts and names of the animal. Such 



42 AGRICULTURE IN THE HIGH SCHOOL 

a chart should be on hand as part of the eyuipment, but if not at 
hand, a drawing may be made by some member of the class. Have 
some pupil first point out the parts giving the name of each. Be 
sure that it is understood to exactly what part or region each name 
applies. Have a number of pupils name these over demanding a little 
greater speed each, time. Now let the teacher take the pointer and 
go rapidly over all the parts asking for concert answers. After this 
test individual pupils keeping a record of the number of mistakes 
made. Place the record on the board. Stimulate good natured rivalry 
on the part of pupils to make the best record. Do not expect to fix 
all the names the first day. Repeat this ^vigorous drill for a short 
time on many different days. Such a plan of drill is far more effective 
than long continued practice on the same day. In fact, improvement 
is possible at one time only up to a certain point. Beyond this point 
further drill may be positively harmful because it fails to hold atten- 
tion and may result in confusion. 

2. Acquaintance with weeds. First take a trip with the class 
to some nearby field or roadside. Collect and name as many weeds 
as possible, noting distinguishing characters of each. It is well not 
to make the list too large the first time. Have pupils consult avail- 
able books on weeds in an effort to find the names of any specimens 
not knowua in the field. The teacher should give such help as is 
needed in this identification. 

At the next recitation period gather the pupils about tables with 
specimens in hand for a study of the characters of each specimen. 
Next begin drill work for the purpose of fixing names and characters 
in mind. Take a set of specimens, say twenty-five, and holding one 
at a time before the class, ask for the name and one or two distin- 
guishing characters of each. Call for concert answers at first and 
then test many individuals, stimulating as before rivalry in getting 
the largest number right. Many mounted specimens ought to be avail- 
able for use in this work. Fresh specimens may also be used. Re- 
peat this drill exercise at the opening of the period on many different 
days. 

Such exercises should be made use of in connection with a great 
variety of topics. The greatest enthusiasm may be aroused if good 
devices are used and the work is made vigorous and good natured. 

5. Practical Projects. 

a. Purpose and Inapoi'tance. The practical project is regarded 
as the most essential part of the agriculture work. Unless opportunity 
is provided for pupils to work out some actual, worth-while farm prac- 
tice there is likely to be little motive in the w'ork and results must be 
largely a failure. Such laboratory work as is usually carried on in 
connection with the science subjects of the high school is not enough, 
although some of this is needed. The farm and the school plot where- 
ever feasible, must constitute the main laboratory for this work. It 
is the business of the agriculture course to furnish opportunity for 
practice, as well as instruction, in the best methods of the farm in the 
same way that domestic science courses provide for practice in baking 



AGRICULTURE IN THE HIGH SCHOOL 



43 




liABORATORY WORK AT GREEN BAY, WEST SIDE. NOTE CHARTS 
AND OTHER ILLUSTRATIVE MATERIALS. 




FILLING THE SCHOOL SILO AT WEST SIDE, GREEN BAY HIGH 

SCHOOL. 



44 AGiaCLL'lL liE IN THE HIGH SCHOOL 

the best bread, cooking meat in the best way or making a good dress. 
A definite line of projects is demanded in the agriculture course just 
as much as projects involving the actual construction of things by the 
use of tools is required in a manual training course. Without the 
project, the work must lose most of its vocational or prevocational 
value since the pupil has little opportunity to determine his aptitude 
and taste for this line of work unless he has a chance to try out actual 
problems and practice in connection with his instruction. Tin can 
and pot experiments or even small plot demonstrations, useful as 
these may be, cannot give this vocational outlook. The boy must 
actually work out some practical result which appeals to him as 
worth while. It will seem worth while to the boy in exactly the same 
way that it does to the man, that is by the producing of a good crop 
and getting a good financial return or an added attraction or comfort 
in the home. Other values might be mentioned but need not be dis- 
cussed. It is only necessary to repeat what was previously stated 
under "Administrative Requirements," that it is now a definUe re- 
qxiirement of the state department that a systematic and well organ- 
ized plan of project work must he carried ont with all the students in 
the agricultural course during each year of the course, in order thai 
state aid may he granted. 

b. Scope of the Term. The term "project" is here used to 
include any piece of actual farm practice carried out over a long 
enough period to realize a definite and complete result. The realiza- 
tion of a financially productive result should be the aim of most 
projects, though this is not always possible or even desirable. As to 
the time element, projects have been classified as short time, medium 
time and long time. Often the short time and medium time projects 
may be regarded as merely stages in the long time project. Again, 
some short time and medium time projects may be regarded as 
"exercises" which should properly constitute a definite part of the 
classroom instruction and laboratory work, as for instance, making 
the Babcock milk jtest, selecting and curing of seed corn, treating seed 
for disease, germination tests of seed, etc. Such work should be given 
as a part of the demonstration work at school and should also be 
encouraged as much as possible at the homes of the pupils. Possibly 
some school credit should be given for such home work, but these 
exercises alone do not constitute a satisfactory plan of project work. 
The United States Department of Agriculture has given the follow- 
ing essential conditions for such project work: "(1) There must be 
a plan for work at home covering a season, or a more or less extended 
period of time; (2) it must be a part of the instruction in agricul- 
ture of the school; (3) there must be a problem more or less new 
to the pupil; (4) the parents and pupil should agree with the teacher 
upon the plan; (5) some competent person must supervise the home 
work; (6) detailed records of time, method, cost, and income must 
be honestly kept; and (7) a written report based on the record must 
be submitted to the teacher. This report may be in the form of a 
booklet." 



AGRICULTURE IN THE HIGH SCHOOL 45 

Each student in the course should carry out one or more such pro- 
jects during each year of the course. Crop projects must necessarily 
be carried on during the growing season, but the animal project can 
usually be managed mainly during the winter season. A very good 
working plan is for each pupil to operate a crop project in the sum- 
mer and an animal project in the winter. These may overlap but 
the two can usually be handled during the same year. This works 
out particularly well with the course of study as it has been pre- 
sented in this bulletin. A crop project may be begun at the beginning 
of the second semester of the freshman year and carried along paral- 
lel with the instruction work in "farm crops." This project may be 
rounded up in time for the fall festival and exhibit during the first 
semester of the second year. 

An animal project may be started in the fall at the time of start- 
ing the work with "farm animals." The dairying and poultry 
work furnish the best projects at this time thus making it pos- 
sible to connect the project very closely with the instruction. The 
sophomores can then start another crop project in the spring and 
perhaps carry also an animal project either the one started in the 
fall or a new one, along at the same time rounding them both up 
for the fall exhibit of the junior year. Soil and farm management 
projects can then receive main attention during the last year of 
the course. 

c. Relation to Classroom Instruction. However near the plan 
can be made to follow that just outlined, every effort should be 
made to connect the projects as closely as possible with the class- 
room instruction. The project thus helps all the time to furnish 
not only the motive and the vocational outlook, but also the con- 
crete basis for the instruction which would be largely meaning- 
less without the practical application furnished by the project. A 
greater interest is aroused in this way and the theory and prin- 
ciples presented in the classroom find constant verification in the 
art or practice as carried out in the project. It is only through 
such correlation that the work can be made truly educational, so 
that the scientific habit may be developed in connection with all 
farm practice. 

tl. Relation to the Parent and ,the Home. It has already been 
indicated that the parents' interest and cooperation should be se- 
cured in the project as far as possible, both because of the help 
the parent may give in supplying land, seed, equipment, etc., and 
because of the stimulating effect which this interest and coopera- 
tion may have upon the parent in getting him to study the prob- 
lems involved and in convincing him of the value of the best prac- 
tice. The project thus becomes a most important bond between- 
the home and the school instruction, between the school and the 
community. In fact, it is the only possible way by which an agri- 
cultural course can secure any vital or active community interest 
except in the most general sort of way. The problem of securing 



46 AGRICULTURE IN THE HIGH SCHOOL 

the hearty cooperation of parents in this work -is a most impor- 
tant one, often calling for the most tactful management on the part 
of the agricultural teacher. 

It is in this connection that a preliminary survey of the com- 
munity by the teacher is most valuable. If before school opens 
or early in the year this teacher can spend some time getting out 
to the homes of patrons with the idea of getting acquainted per- 
sonally; of studying the local community problems; of gaining the 
confidence of the community, and of letting the people know what 
is being planned in connection with the agricultural course, an 
immense advantage may be gained in getting the best cooperation 
in the project work. 

e. The Home Project. Projects may be considered as home 
or individual and school or group projects. Of these the home 
project is regarded as most important. It has the advantage of 
linking up closely with the home and of thus helping the instruc- 
tion work to actually function in the activities of every day life. 
At the same time the benefits not only reach the pupil but also the 
parent and the home. Wherever land can be secured on the home 
farm or in the home garden, this furnishes altogether the best place 
to carry on the project. Where pupils cannot secure land at home 
it is the business of the agricultural teacher to find some other 
way of securing it for such pupils. Such land may be secured 
from the school plot or sometimes from vacant lots in cities or vil- 
lages. 

Real estate men are usually glad to cooperate with the school 
in donating ''or in securing the use of such plots. Some boys in 
the agricultural course hire out for the summer on a farm or else- 
where, others may leave home on vacation trips. In such cases, 
projects should be selected and cared for till the close of school 
and then each student should be held responsible for providing 
in some way for the work while he is away. If he has to hire 
some one, this should be counted as one of the items of expense 
connected with the project. Another possible plan for boys who 
hire out, is for each to organize some project in connection with 
the work he is called upon to do on the farm. 

A financial account should form an important feature of each 
project. This account should shov/ size of plot, materials used, 
character and amount of labor, together with costs, receipts and 
profits. A prize essay contest based upon this work, would arouse 
special interest and would be valuable work to be carried on in 
cooperation with the English department. Some "Prize Letters" 
of a somewhat similar nature are published in Hoard's Dairyman 
for March 13, 1914. Somewhat longer essays might be desirable 
in this work. 

The following list of projects offers a variety of lines from which 
may be selected those best suited to individual and local needs: 
Nearly all of these have been actually carried out in the Wisconsin 



AGRICULTURE IN THE HIGH SCHOOL 47 

schools, though of course not all in one school. A rather full list 
is given so as to offer a wide range of selection and also to shelp 
provide for varying interests in individual pupils and in different 
commuiiities. 

PROJECTS WITH FIELD CROPS 

1. Growing an acre or less of corn. One acre is a standard area 
but results on a smaller area may be figured out to the acre unit. 

2. Growing pure bred grains on a given area. 

3. Growing potatoes on a given area, Vs of an acre or more. 

4. Developing a plot of alfalfa. 

5. Carrying out an ear-to-row test of corn. 

6. Testing hill selection of seed potatoes. 

7. Selection, curing, testing, grading and selling of seed corn. 
A group of boys in cne school marketed 160 bushels one year. 

8. Raising sugar beets for sugar beet factory. 

PROJECTS IN HORTICULTURE AND GARDENING 

1. Construction and operation of a hotbed, — rasing garden 
plants such as cabbage, tomatoes, cauliflower, etc., or flowering 
plants such as aster, verbena, salvia, etc. 

2. Vegetable gardening and marketing. Well adapted to pupils 
living in city or village. 

3. Raising tomatoes, beans, peas or cucumbers for canning or 
pickling at home or factory. 

4. Growing cabbage for sauerkraut. 

5. Starting a strawberry bed. In one school the plants were 
furnished by the school. 

6. Landscaping home or school grounds. 

7. Starting fthe home lawn. 

8. Starting a tulip bed at school or at home. Bulbs should be 
set in the fall. 

9. Developing summer flower beds or window boxes. 

10. Developing winter blooming flowers in pots or boxes, — slip- 
ping, tending, gathering, arranging in bouquets. 

11. Building and operating a small greenhouse. 

12. Pruning and spraying fruit. 

13. Rejuvenating orchard or patch of small fruit. 

14. Raising and marketing ifruit. 

PROJECTS WITH ANIMALS 

1. Developing a fleck of poultry or keeping an egg record over 
a certain period. Ducks have been raised in some schools. In 
one school a hen and eggs were furnished by the school to each 
student for the start, with the requirement that an equal return be 



48 AGRICULTURE IN THE HIGH SCHOOL 

made. In other cases pure bred eggs are furnished by the pupil 
himself and these are hatched in the school incubatoi-. 

2. Raising a litter of pigs or fattening one or more. In one 
school a pure bred sow was furnished by the sciiool and a good 
sow returned by the student. 

3. Calf raising or fattening: strict account kept, calf weighed 
regularly and exhibited at the fair. 

4. Raising baby beef. 

5. Keeping dairy record for 2-5 cows over a certain period, 3-6-9 
months and determining yearly profit. 

6. Raising pony and fitting him for the fair. 

7. Raising, fattening and marketing four lambs. 

8. Care and management of bees. 

9. Working out life history, economic importance and means of 
control of insects. 

PROJECTS ON SOILS, FARM MECHANICS AND FARM 
MANAGEMENT 

1. Fertilizer demonstrations on several plots of soil. 

2. Testing acidity and liming of soil. 

3. Surveying and mapping to scale home grounds or parks in the 
city with construction of blue prints. 

4. Mapping farm to show crops, acreage, buildings, farmstead, 
etc. 

5. Surveying and mapping ground for tile drainage. 

6. Preparing an exhibit of rope and knot tying. 

7. Taking apart, setting up and operating a gas engine. 

8. Cleaning up and repairing auto engine. 

9. Completing a farm management record of the homo farm or 
some other farm: capital invested, operating capital, acreage of 
crops, live stock kept, receipts, expenses, labor income. Blanks are 
furnished by United States Department of Agriculture and Uni- 
versiey of Wisconsin cooperating. Write to college of agriculture, 
University of Wisconsin or to the United States Department of 
Agriculture, Extension Division, Farm Management Den\onstra- 
tions. 

f. The School Project. This has the following advantages 
over the home project: 

(1) It can be given closer direction and supervision by the 
teacher. 

(2) It attracts the interest and attention of the whole com- 
munity more quickly and to a greater extent. 

(3) It develops an enthusiastic desire in the pupils to want 
to try out home projects. The well managed school project like- 
wise stimulates the pupils to give good caie to their home work. 



AGRICULTURE IN THE HIGH SCHOOL 



49 



(4) It stimulates the best practice in tlie wliole commun- 
ity by turnisliing a valuable objtct lesson which attracts the at- 
tention of all. 

It is interesting as well as significant to notice that there has 
been scarcely a case where the school project has been developed 
to the exclusion of the home work. The two have almost invaria- 
bly grown up together. The school project has therefore come to 
be considered essential in high school courses. 

THE SCHOOL PLOT 

The school plot is not required, but is strongly advised wher- 
ever adequate supervision and care can be provided for it during 
the vacation months. If the agricultural teacher is employed for 
an eleven month's year this supervision is easily supplied and even 
where 'this is not the case, it is generally possible to find some 
one who will see that the plot has proper attention. Unless such 
provision can be assured it is not wise to attempt the plot work. 
If care can be provided, the plot makes possible some of the most 



Farm 

Orchard 

J A. 


Potatoes 
J A. 


Pure Bred Corn 
i A. 


Laboratory 

Supplies 

i A. 


Demonalraliou 

Plot 

Soils. Alfalfa, 

eic. 

i A. 


Plots for Farm 
Small Grains (iaidcn 
1 A. 1 A. 



Flir. 1. Suggested arraiijremeiit of School I'lol of 2 Acres. 



desirable school project work. Fully half of the tighty high 
school departments in the state have operated a plot during the 
last year. The sizes of these iplots have ranged from a small gar- 
den patch up to fifteen acres. The size has averaged about two 
acres. 

It is very important that the p'.ot should not be made too large 
at first. A small plot can easily be enlarged if found advisaTjle' 
after a year's successful management, but it may take a good 
many years to overcome the bad influence of a plot which has been 
allowed to grow up to weeds. Furthermore, even if a large plot 
is well cared for, the amount of work required may demand too 
much of the time and energy of the agricultural teacher to the 
detriment of other phases of the work which should not be neg- 
lected. . 



50 



AGRICULTURE IN THE HIGH SCHOOL 



LIST OF SUCCESSFUL SCHOOL PROJECTS 

Practically all in this list have been carried out in the high 
schools of the state and most of them are now in operation. These 
like the home projects should be selected Avith special reference to 
local interests and 'conditions. 

1. Constructing and operating a hotbed, — ■ a very popular and 
valuable school project. 

2. Raising pure bred corn on school plot. A ready sale is al- 
ways found for good seed corn at fancy prices. 

3. Raising cabbage and marketing for sauerkraut. 



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g^fl 










l^wH 


B^j 


IW -^^^*;- 


jyit. 






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pi 






s 




j^B 


■ 


L« 


mm 


i 


^N^l^^^^^^^l 


HI 



SCHOOL POULTRY HOUSE BUILT BY AGRICULTURE CLASSES AT 
GREEN BAY EAST SIDE HIGH SCHOOL. 



4. Raising and marketing truck garden products. Especially 
successful in cities. 

5. Raising certified potatoes for seed. 

6. Raising potatoes for hill selection demonstration. 

7. Raising corn for ear-to-row test. 

8. Planting potatoes to demonstrate different methods of cutting 
and planting. A check or control should be used with the differ- 
ent plots. 

9. Demonstrating effect of liming and inoculation on growth of 
alfalfa with proper controls. 

10. Landscape planning and planting on school grounds or on 
home grounds at request of owner. 

11. Developing school flower beds: tulips, geranium, salvia, 
coleus, aster, pansy, etc. Especially good for the grades. Works 
well with the hotbed. 

12. Preparing flower boxes and other winter blooming flowers 
for school. 



AGRICULTURE IN THE HIGH SCHOOL 



51 




CQ 
H 

p 
o 

w . 

o 

ft;<M 

fHC5 

I— I 
P 

Oh 

O 



cn 



W^ 
^^ 

<) 
o 

Oh 

O 

I— I 

:^ 

H 
H 
H 

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H 
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52 AGRICULTURE IN THP: HIGH SCHOOL 

13. Spraying fruit trees. Use control. 

14. Operating incubator and raising chicks, — combines well with 
the home projects. 

15. Building poultry coops and houses. 

16. Care of dairy cows and marketing products. 

17. Erecting model dairy barn. 

18. Fattening steers. Two pure bied yearling steer;^ were pur- 
chased by the animal husbandry class, each pupil contributing 
$12.00. The steers were fattened and sold and a careful account 
of all items in the project was kept. 

19. Fertilizer demonstrations on differently treated plots. 

20. Erection of a small greenhouse. 

g. Organization of Projects. In order that the project may 
have real educational value, it is necessary that there should be 
just as careful and as definite a plan for this as for any other 
school work. Every effort should be made to avoid careless and 
slip shod work and to see to it that pupils are actually held re- 
sponsible for faithful performance of the work and for real edu- 
cational results. Three things are necessary to insure this. Each 
pupil should be led to follow a definite plan of procedure, care- 
ful reports should be required showing progress and completion of 
the work and regular and frequent supervision should be provided. 

GENERAL PLAN OF PROCEDURE 

1. Preliminary survey of home conditions. 

2. Selection of a project. 

3. Securing land, seed, or other material. 

4. Study of related literature: text, bulletins, selected references. 

5. Report by pupil to the teacher showing details of plan. 

6. Preparation of land or other material; plowing, harrowing, 
disking, marking, planting, or any other work. 

7. Cultivation and care. 

8. Weekly report by the pupil showing work done and progress 
made. 

9. Harvesting, curing, marketing, etc. 

10. Final report showing summary of results: nature of project, 
dates, labor, expense, receipts, profits, etc. 

11. Prize essay report,— may be asked for in connection with 
composition work. 

In order that the teacher may advise intelligently with the pu- 
pils about their home projects it is highly desirable that he should 
have definite knowledge of home conditions. If he has been able 
to visit the homes in the community before the opening of school 
or early in the year this will prove a great help in this connection* 
but still further advantage will be gained by having the pupfl pre- 
pare and hand a preliminary survey report of his own home and* 



AGRICULTURE IN THE HIGH SCHOOL 53 

school conditions in connection with the selection of his project. 
A plan for such a report is suggested in "Report Form, No. 1." 

Individual projects should be selected several months before the" 
work must actually be started. Crop projects requiring prepara- 
tion of land and planting in April or May should be carefully 
planned not later than the beginning of the second semester and 
earlier would be better. It is often a decided advantage to select 
the land early enough so that it may be manured and plowed the 
preceding fall. In the case of animal projects a good deal of time 
is also needed for preparation. 

The securing of the best seed for crop projects is sometimes a 
problem. It is very desirable that only pure bred or certified seed 
should be used. Wisconsin grown seed should always be pre- 
ferred to any grown outside. Furthermore, seed grown in the im- 
mediate locality is much better to use than that grown at a distance. 
Seeds can, of course, be obtained of the commercial seed houses 
and it is a very good plan to gather up the catalogs of a number 
of these, obtained through advertisemen-ts in farm papers. The 
L. L. Olds Seed Company, Madison, makes a speciality of handling 
Wisconsin grown seeds. At the same time, the agricultural teacher 
should keep in touch with the agricultural college, with certified 
growers of the state and with any special state associations such 
as the State Potato Growers. The official state paper of this as- 
sociation is the Wisconsin Potato Journal which is published quar- 
terly at Madison. The Secretary of the association is Prof. J. G. 
Milward. The best place to write for general information concern- 
ing reliable farm seeds is to the Wisconsin Agricultural Experi- 
ment Association, Prof. R. A. Moore, Secretary, Madison. An an- 
nual bulletin is published by Prof. Moore giving an official list 
of certified growers belonging to this association. The Wisconsin 
Bankers Association recently issued a bulletin on "How to Secure 
Seed Grain," Bulletin 32, March 191(5, by G. B. Mortimer. This 
can be secured bv vs^riting Geo. D. Bartlett, Association Secretary, 
Pabst Building, Milwaukee. Oftentimes pure bred seeds may be 
obtained through th>^ county superintendent. 

It is highly important that e^ch pupil in taking up a project 
should make a careful study of the principles and best practice 
connected with this project. Classroom instructi-^n should furnish 
this as far as possible, but much more extended study should 
be made of special bulletins and other references bearing on the 
project. In this way each pupil should gain as thorough a mastery 
as possible of all the problems connected with the work. It is 
through the home project when studied in this way, more than 
through "any other agency that the instruction work of the school 
will actuallv take root and function in the home and in the life 
habits of the pupils. It is the business of the agricultural de- 
partment to have a good supply of these bulletins and other refer- 



54 AGRICULTURE IN THE HIGH SCHOOL 

ence materials filed in such a way that they are readily available 
for the use of pupils. 

When the time comes for the preparation of the land and the 
planting of the seed, the teacher should see to it that the pupil 
attends to this in good season. If the work can be arranged out- 
side of regular school hours, such a plan is desirable, but in some 
cases it may be necessary for some pupils to be excused from other 
school work for a day or more to give entire attention to the pro- 
ject. It is expected that principals will see to it that pupils are 
excused where the success of the project seems to demand it. In 
such a case, arrangements should be made with other teachers for 
some plan by which pupils excused shall make up the work which 
was missed. At the time of harvesting the crop the same neces- 
sity for excusing some pupils may occur. 

REPORTS 

The reports of pupils on their project work should be given very 
careful attention. Inspection has indicated that in the past, too little 
attention has been paid to this phase of the work. Reports have too 
often been made, if made at all, in a careless and slipshod way both 
in the matter of good English and also in that of the arrangement 
and completeness of the material. Except insofar as the teacher can 
actually visit and inspect the work of each pupil which is most de- 
sirable, the report furnishes the best evidence of the attention which 
each pupil is paying to his project. Even where the teacher does visit 
each pupil several times during the summer, it is highly important 
In order that the project may have real educational value, that a care- 
ful record shall be kept of all items connected with the work such as 
time spent, progress made, and costs and receipts of the work. The 
pupil should be constantly stimulated to formulate and study out 
problems in connection with the work. The requirement of a definite 
report is a stimulus in this direction. Good English and neat, busi- 
nesslike tcork should be insisted upon in all these reports. A simple, 
definite report is more desirable than one too elaborate which is likely 
to tend toward formal mechanical work. It is considered very desir- 
able that the pupil should hand in a report as often as once a week. 
This holds the pupil to ,a definite and regular study of his project 
during its whole progress. With only a monthly report the pupil, and 
especially the young pupil, is too apt to give the matter little thought 
for considerable periods which is almost certain to lead to neglect in 
a material way as well as on the side of intelligent study. It is also 
important that the whole project should be well rounded up and that the 
result should be organized into good permanent form. Then the 
teacher should have a concise and accurate record on file showing just 
what pupils finished their projects in a satisfactory way and giving 
also the essential results. The following forms are here given with 
the idea of suggesting plans which are convenient. Nearly all of 



AGRICULTURE IN THE HIGH SCHOOL 



55 



them have been in actual use and have grown up in response to the 
needs of the work. It is expected that they may be modified wherever 
necessary to meet the local need. In the use of any such forms, stren- 
uous effort should be made to avoid the tendency toward mere formal 
and mechanical results. 



SUGGESTIVE REPORT FORMS 

No. 1. Home Project Sui*vey Sheet 

(Adapted from New York Bulletin on Agriculture In High School.) 

Aire. Name Date No. 

Year Name of parent Address 

Occupation of parent Distance from Location of home. .. 

Size of place (acres) General Slope Amt undei- cultivation.. 

Rem^rUs on place 

Cha acterof soil 

Amt. permanent pasture Atnt, tempoiar.v pasture 

No. frulttrces Condition Small fruits 



Crops grown 





LAST YEAR 




THIS YEAR 


Kinds 


Acres 


Yield 
pt-r 
acre 


Value 

of 
crop 


Cultiva- 
tion 
given 


Acres 


Yield 
per 
acre 


Value 

of 
crop 


Culliva- 
lion 
given 





















Stock 


Milk 


Numbi'r 
Ilors' s 


Breed 


Value 


Pi.i'pise 


Amt at pi'esent Qt. 


Cows 










Hogt 








Disposal 


liens 




■ 




Value per week S 


Other stuck 


















• 



Barns: Number Stable room Outside dimensions 

Floor space not stable Ha.v room cu. ft. Silo capacity cu. ft. 

Houses: Number Ma'erial Sizes No. rooms 

Tl'oods; Amt Kind Description 

Distance to market Name of market 

Tola' capital invested Total receipts for year 19! 

Total expen.sps for venr 191 Farm income 

Interest on capital at 5% Labor income 



56 ACIRK^ULTURE IN THE HIGH SCHOOL 

Ao. 2. Hopoit on Selection and IMan ol' Project 

This report may be attached to and made a part of No. 1. 
Age Yr. in School Name Date . . . 



I'rt'.sont S<"li«»ol I'roKi'ani 



A. M. P. M 



Hr. Study Hr. Study 



Hoint' Projeot 

Name of I'roject 



Scope of Project 

(Size of plot, crop to be raised, how marketed, etc.) 

jNlaterials, how secured 

(Seed, tools, hoi-ses, etc.) 
Literature studied 

(liulletins and other references) 
Details of IMan 



(Treatment or testing' of seed, method of planting, cultivation, harvest- 
ing, marketing, etc.) 



AGRICULTURE IN THE HIGH SCHOOL 



57 



No. 3. Weekly Report of Pupil. 

Home Projects of the Agrleiiltural Classes. 

High School 

Name (PupiTs name) Class (In school)... 

Nanip of (Project Date 

(Name of Instructor) Mr (Place) 



DearSir: 

During- the week Ijeginnintr 191 — 

and ending 191 nny project was cared for as 

follows: 1 have indicated work done, lime spent, obser-valionsmade and an account 
of expenses and receipts, 

Time of preparing soil 

IMme of seeding 

Kind of seed 

Time Ilet-ui'd 



Dale. 



No. of 
Hours. 


Work done. 




1 



By what means. 



Self 

Man and team 

Etc. 



Account Record 



Deljit 



Credit 



Items. 



Rate, 



Labor i (ft: 15c per hr. 

Latjor, man and hor-<e (S' iSc pei- hi-. 

Laljor, man and teanr ! (<i: 45c per hr." 

Labor, man and 4 horses ,1 (^'j fiOc i er hr. 

Kental of land ; f" 14 per A . 

Manure f^/ 50c a load 



5^ 


Total 


Items. 









IS. Kate. 



O' 



Total. 



Stock Fattening Re(;ord 

Kind and Numljer of Animals 

Weiglit : Original Wi-ight on (date) Increase. 

or last weight. 



Feed. 



Ration 
items. 



Dail.v 
Qnanlit.v 



Kate. 



Daily Cost. 



Weekly 
Cost . 



Observations and Problems. 



Signature. 



58 



AGI{l('lII/nil{IO IN 'IMIK IIKill S('II()()T> 



No. 4. Dairy Hooord Sheet 

Nkw Rrmimoni) lliiiii Soil )iH. Dki'ak I'MKN r oi" AmtiiMM/i'i'UK Stock Kkcouk 



Name of Animal 





Pkbd Rboord 










Milk Recohd 


Days 


Hay 


Corn 
Stov- 
er 


Oil 
Meal 


Bar- 
ley 


Corn 




Lbs. 


Lt)s. 


lOlhs 


Kf mar lis 




Lbs 


Lb3. 


Lbs. 


Lbs. 


Lbs. 


Lbs. 




'•'lidav v. M.... 




















Saturday A. M 
Saturday 1'. M. 
Siiiidav A . IM . . . 






























































Sunday 1'. M... 






















Monday A . M . . 






















IMonda\' 1'. I\l , . 






















Tuesday A . M 






















Tuesday I' M 






















Wed'sdav A M. 
















. 






W»Hl's(lav 1' M. 






















'IMiuisciay A M . 






















Thursday V. M . 






















Friday A. M.... 






















Total ll)s 






















Value per lb... 
Cost 




















Test 


Pat Total 
























Welpht 


Value per II). 








Value ol' i)ro 


Total Cost of Ration 






duet 


Profit 































|{,en)arks: 



Sit'iu'd . 



AORKUILTUIMO IN Til 10 HIGH SClIIOOIi 



1)!) 



No. 5. ((Quarterly 'I'iiiio llccord ll«spor(.. 
i(iiui-(<-rly IC«-|t<>rtol IIoiik' l*i-«>J<'<'t 



Date 

Name of Hliuloiil , 
Name of Projccl, 
Si'ouo of Project.. 



TIITIIC ltlSC4»ltU 



WEEK 



I'lrsl 

.ShcoikI. , 
Third .., 
Koiirlli., 

I'M rill... 

Hixlli... 
Hevenl-h, 
EL'lilli., 
^Jlnlli,., 
Tenth.., 
Total 



NO. OF 
llOUltS 



WORK DONE EACH WEEK 



,Oost. 



What I have learned from tlie inojcrt ; 

1 Ijclicvc that t he al)ov(i rci'Di't i.s ii triii' si al I'liii-iit. 



Parent oi' Uuarillati 



No. <J. (J<uiii)l<^tc Time KcconI lU'poit. 

(l''roiii New York Stale jtiillellin 
Ill<;il NOIIOOK 

/Vt'ricull ural (icparlnieiil 
PUPIf/rf PUO.IKCT TIME SIIKIOr 



Name of jiudII .. 
Name of iiarent. 





DEHCRIPTION 
OF WORK' 


HELE 


MAN 


HORSES 


DA 'IE 


I<'rom 


To 


Prom 


To 


li'iom 


To 








' 








Total In hours 





60 



AGRICULTURE IN THE HIGH SCHOOL 



No. 7. Complete Account Record 

a. Poultry Project. The following shows a simple set of ac- 
counts taken from the New York bulletin on "Agriculture iu the 
High School." The boy who carried out this project started with 
3 hens (breed (uncertain) 4 anconas, 3 Plymouth rocks, 4 white 
Orpingtons, 6 buff Orpingtons and 1 buff orpington cock. He set 
3 hens with eggs from the buff orpington pen and raised 3 6 chicks. 
The other stock he gradually used and sold off until at the end 
of a year he had all pure bred buff orpington stock. In the mean- 
time he paid himself $24.30 for labor and made a net gain of $26.39. 



Dr. 



Inventory 



Cr. 



1914 
Fob. 1 



Poultry 

Equipmont 

Feed 



$41 .. 
4 .. 
1 .JO 



$4(1.50 



1913 
Feb, 1 



Poultry 

E(|uipment 

Feed 

To balance 



rii) 20 

4 .. 

3 .^0 

12.80 

$46 r^a 



Cash or Per.sonal 



U)1H 






1913 






.Mar. 


1 


4 lb. lien 


•« 70 > 


Feb 8 


Bran (.50) lice 




Ai)r. 


.') 


4 lb. hen 


70 




powder (.25) 


$ 75 


A or. 


12 


4 1b hen 


70 


Mar. 21 


Feed 200 lbs. 


3 70 


Apr 


14 


1 wh o'p. hen 


1 .. 


Apr. 22 


1 pkg. Pan-a-cea 


25 


Apr. 


25 


1 ancona hen 


70 ; 


May 12 


ChicUen feed. 10 lbs. 


25 


May 


X 


4i lb hen 


80 i 


May 12 


Bread 


12 


May 


15 


1 P. R. hen > 


1 .. 1 


.lune 3 


Chicken feed. 20 lbs. 


50 


,Iune 


•■) 


1 P. II hen 


1 .. ! 


June 3 


Meal, 40 lbs. 


1 .. 


.luly 


9 


1 B. 11. hen 


80 1 


June 4 


Feed, 100 lbs. 


1 80 


July 


11 


1 P. R. hen 


1 .. 


July 10 


Feed. 100 lbs. 
Mash. 50 lbs. 


2 00 
70 






etc., etc. 


[ 


Sept. 30 


Feed, 300 lbs. 


5 85 


Feb. 


28 


Eggs, 208 


4 51 ' 




etc.. etc. 




Mar 


31 


Eggs. 308 


6 07 








A pr. 


30 


Eggs, 291, 
etc., etc. 


4 84 









1913 



Feb 



Inventory 
Fowls sold 
Eggs sold 



Summary 



$46 50 
23 05 
53 26 



$122 81 



1914 
t^eb. 1 



Feed, etc. 
Labor (self) 
Rental 
Interest 
Inventory 
Net gain 



$37 92 
24 30 
6 .. 

V 

26 20 
26 39 

$122 81 



AGRICULTURE IN THE HIGH SCHOOL 61 

b. Complete Account on Potato Project. Taken from the re- 
port of the boy who won first prize in a potato contest held in On- 
tario, Canada.' The plot operated was one-tenth of an acre. 

JSxpeuscs 

Rent of land (at. rate of $3.00 per acre) $ 30 

Cost of labor (a) for horses (at 10c per hour each) 1 00 

(b) for self (at 10c per hour) 50 

(c) for other assistance (at 20c per hour) 50 

Cost of manure (at $1.00 per ton) 2 00 

Cost of commercial fertilizers 

Cost of seed 3 00 

Cost of spraying material 50 



Total cost $7 80 



Receipt.s 

Total value of salable potatoes on plot at 60c per bushel $37 80 

\'alue of unsalable tubers at 10c per bushel 2') 

Total value $38 05 



Stnteiiii-iit 4^f I'rtiKt iiiiil I^«>.s.s 

Total value of crop as above $3 8 0.') 

Total cost of production . . ; 7 80 

Net profit $30 25 

Net cost of producing one bushel ( 60 lbs. ) 12 

Net profit per acre from 'the enterprise 302 50 

I hereby certify that the information submitted in this Report Form is cor- 
rect and that I have conducted the work according to the specified rules of the 
competition to tlie best of my ability. 



Dated at Cummins Bridge 
this 29th day of 
Sept. 1914. 



Signed John Robert Tliompson. 



No. 8. Teacher's Record of Heport.s on Home Projects 

The teacher should keep a record giving a concise summary of 
all the project work and showing just what pupils have completed 
the work with satisfactory results. The following shows such a 
record taken from the New York State "Bulletin. 



1 See Leake. The M-eaiis ami Methods of AKi-ieultural Kducation. noui,'lU(Hi .Millliii 
Co. p. 102. 



62 



AGRICULTURE IN THE HIGH SCHOOL 



>- •/! t- 



":r 30 111 •* =c te - 



?o 






3 




" 




■a 




Cl 






3 


3 O 

o > 


3 


< 


a a) 

T1 





i^os-^ 3;?C'3«30«C'^ir3oc< 



~ fCXn ^H F-H ^* t^ 



0) a> 
S? 



Is 






o a . X 
>2 cs 5 i- 



o ^ 



03 0) O^ 

3^ tn *^ c^ 






so aO O CO ITMO «D 



o; ^j r^ cc ?oco:o 



VI CM -H CO f-H ^H i-H 



it^ooso oci 



50000C> Ot^ 






OO C=>C 



cva iQ -T ir? r«j <^ i.-^ -^ »— c; -^ i-ti oi rvi oc ^h cm i^* 

CMintXJ OiO--*SMir305^-''^«C l^ttO 505C^-CM 



oo:co ao<r><:3'00dOiL.ot-* 



mCMO^ 



1/51/2 UT^IOOSO^*^*— I CMTJ eOOSCMC 
001/500CO ^Jt^':S«^Cv5 0CO>00^-< rfSO ^-tC^ll-^CO 



JCSl.TCO OJ^OCJOirtOCCttf! 



.-H c t--. -I* a: t-- I 



. .-O I— CO 



1— t ac — (=> 



ff^— < ^N- 






' CD <y 



JO O pC^ C- 



^ »ft rf rt c3 ' o 

ox, ^ *" CO o o 



lo M Oi.i 



CO — w -«< Oi — 




ts o rt 



11 


05 0sa>5Cte 


oo»«5iraa="*-9';oco 


tor- 


ira-*ce 


<5 


# 


* * 






rt O 3 

55 a 


rt M CO -ri-O 


tcc^ocor^^Hcvjrc-^- 


l,-3» 


t^aooi 









AGRICULTURE IN THE HIGH SCHOOL 



63 



It has been previously stated that every agriculture teacher who 
is employed for an eleven months year should keep a careful and 
full account of just hovi' his time is spent each day during the time 
when school is not in session. This report should be presented to 
the school board at least once a month and a copy should also be 
sent to . the state superintendent. Perhaps a report once in two 
weeks might be even better. Where any arrangement is made 
with the agricultural teacher for the meeting of any part of his 
expenses in connection with this summer work, a carefully kept 
expense account should, of course, be presented also to the board. 
Such an account is desirable in any case. The following is a sug- 
gestive blank to be used for this Teacher's Report. 



No. 9. Teacher's Bi-weekly or Monthly Report 

(To the School Board on Summer Work) 

Name of School 

Name of Teacher Date 

Report of Summer Work from 191. . .to 191. 



Date 


Work Done 


No. of 
hours 


Expenses 


July 1 








July 2 








July 3 








July 4 









Etc. 

I hereby certify that the above is a correct report of my official jvork 
as director of high school agriculture during the above period. 



Signature. 



A fuller written report should be made out at the end of the 
summer in which all data of time and expense should be tabu- 
lated and explained with a good summary of results. The follow- 
ing summary is taken from a final report made at Livingston: 



Summary of Summer Woi-k 

Work on plots, garden, lawn, diamond, etc 12 days 

Collecting and making up samples, etc 4 days 

Fair exhibit, Platteville 2% days 

Work on farm papers and bulletins for Agri. Library 2i/4 days 

On club work 'i-i'M days 

Testing work Ili4 days 

Jersey, Guernsey club picnics, etc ZMi days 

Total , 5014 days 



64 



AGRICULTURE IN THE HIGH SCHOOL 



Required time 2 mos. 

Farms visited once or more 36 

Gardens in village visited, etc 15 

Cost to support and rent horse 6 weeks .$25.00 

Miles covered in the country (about) 320 

Signed — C. R. Wiseman, Livingston. 

No. 10. For Recording Visit.s to Pupils. 



Name of 
Pupil. 

Wm. Hanson. 
John Burns... 
(i. McDonald. 
Chas. Mills 
Edwin Jones, 
etc 


Is 


"3 

+ 
+ 


3 
+ 


CO 

3 

+ 


3 

1-5 


3 
-5 


CO 

3 

—i 
_ 


"5 

•n 


3 

—i 


S3 

3 

+ 
+ 

+ 


o 

"3 
+ 






3 


3 


3 

+ 
+ 

+ 


-5 
+ 


3 


3 
-i 


_ 


o 

-5 


+ 

+ 


^1 


3 
f 


-5 

4- 


3 

-s 


+ 


"s 

+ 


3C 

+- 


as 
3 

+ 


o 

00 

3 

+ 


+ 


■/ 

^'^ 

o 
5 
4 
fi 






■ 





SUPERVISION OF PROJECTS 

Adequate supervision of the project work has already been urged as 
a necessity if the w^ork is to have real educational value. It is com- 
paratively easy to supply this for the school projects during the 
school year when the agriculture teacher is giving his whole attention 
to the course. As far as the instruction work is connected with the 
school plot or other school project, actual school time should be given 
by the class to such projects. School time should not, however, be 
given as a rule to actual routine labor. This should be provided for 
outside. The matter of providing supervision for school projects dur- 
ing the summer should have very careful attention. Altogether the 
best way to secure this is through the employment of the agricultural 
teacher for at least eleven months and the necessity of this has come 
rapidly to be recognized. Nearly half of the high school departments 
of agriculture in the state are now following this plan and it is hoped 
that in the near future this may be required of all such departments 
as a condition of state aid. Teachers so employed should map out a 
very definite plan of summer work. This plan should include, of 
course, proper attention to school plot and to any other school pro- 
jects in operation, but it should also include systematic visits to all 
pupils who are carrying on projects at home. 

It is desirable that the teacher should stay a day or two in each 
place when th(^ project should be thoroughly inspected and such in- 
sl ruction should be given as appears needed. The teacher also has at 
the time of this visit the finest possible chance to get acquainted with 
the parents and learn of their methods and problems. The teacher 
will be wise to assume the attitude at first of a learner rather than 
that of the expert, and if he can also be ready to turn in with a help- 
ing hand at a busy time on the farm, a great advantage will be gained. 



AGRICULTURE IN THE HIGH SCHOOL 



65 




FIELD OP ALFALFA GROW^ BY AGRICULTURAL BOYS AT MONDOVI ON A 
LOCAL FARM. THE OWNER CO-OPERATING. A VERY SUCCESSFUL PROJECT. 




SCHOOL PLOT' AT GREEN BAT, EAST SIDE. ABOUT THREE ACRES. 4i BOYS 
WERE GIVEN GARDENS, EACH IT FEET BY 461/2 FEET. 



66 AGRICULTURE IN THE HIGH SCHOOL 

It is in this way that the most effective kind of extension work may be 
started. Three or four such visits ought to be made during the sum- 
mer to each boy who is carrying on the home project work. 

The matter of expenses on these trips is one of some importance. 
It is hoped that as school boards see the value of this work that they 
will be ready to supply compensation to meet such expense. Some are 
already doing this. In other cases many teachers are finding ways of 
meeting the problem. Some are providing themselves with bicycles 
or motorcycles for transportation and in most cases parents are very 
glad to furnish meals during the stay of the teacher. Often parents 
are also glad to furnish transportation to a limited extent. If no other 
means of transportation can be arranged, walking is always a last re- 
sort and withal a very effective method. 

In case the agricultural teacher is not employed for eleven months, 
some other supervision ought to be provided for the summer work. 
In a number of cases some local person has been found who was ready 
to do this at very small expense. An experienced older student may 
sometimes be secured. If no special supervision is supplied during 
the summer the regular teacher should give the fullest possible atten- 
tion to the home projects as late as possible before the end of the year 
and again as early as possible in the fall. No better thing could be 
done for the success of this course, as well as for the benefit of the 
whole school, than for the agricultural teacher to return several days 
early and devote the time to inspecting the home projects and visit- 
ing in other farm homes of the community. Frequently young people 
not in school may become interested through such visits and be led 
to a decision to enter high school. 

There have been a number of cases in the state where the agri- 
cultural teacher in his enthusiasm to develop practical work that 
would interest the community, has found a way to stay during the 
summer and give supervision to both the school and home projects 
without compensation. It is interesting and significant to notice that 
in nearly all such cases an interest has been aroused which has led to 
the employment of the agriculture teacher for eleven months the fol- 
lowing year. However, important as the summer supervision is, it 
should be noted that some fairly successful project work may be com- 
pleted, by a careful plan of reports and by a well planned school ex- 
hibit in the fall. If the work is started in this way a community in- 
terest is usually aroused which leads to some plan of supervision for 
the following year. 

h. Credit for Home Projects. If the home project work is to 
be considered as an essential part of the agriculture work as has 
been urged, there should be some plan by which credit is definitely 
given for it. Effort has been made by some to work out an elaborate 
system of credits by which a certain proportionate amount of credit 
shall be given based on the time devoted to the project work. Re- 
sults of one such effort have been published by the United States De- 
partment of Agriculture as Bulletin No. 385, on School Credit for 



AGRICULTURE IN THE HIGH SCHOOL 67 

Home Practice in Agriculture.^ Many good suggestions are contained 
in this bulletin but much of it is probably too elaborate for practical 
use in most cases. Moreover, a mechanically fixed system of credits 
is not considered desirable in the high school work. The motive of 
working simply for marks is already too apparent in its bad effects 
upon the schools. In this work especially the practical vocational 
motive should be emphasized above everything else. However, stu- 
dents should be made to feel that the project work is an essential part 
of the work and they should be held definitely responsible for its com- 
pletion. There should therefore be some definite plan of crediting this 
work. It is thought wise here to leave to individual teachers the mat- 
ter of what proportionate amount of credit should be given to this 
in relation to other phases of the work. It cannot fairly be put wholly 
on a time basis though this should perhaps be considered. It is even 
questioned whether it is wise to give any percentage mark to this 
part of the work by itself, but rather to count it as part of the whole 
plan of the instruction work. The percentage mark is often only a 
temptation to the pupil to falsify reports or to do dishonest work. 
The joy of success in the project itself and in the mastery of the 
problems involved is the real motive which should be aroused by every 
possible means. 

i. Suggestions for Special Projects 

(1) Projects to begin with. Three of the projects in the 
above list are regarded as most feasible for schools just beginning 
this work. First, garden work is best adapted to seventh and eighth 
grades and for first year in the high school. It may also do well for 
second year in high school. It is further specially adapted to pupils 
living in cities or villages. Hotbed work connects very nicely with 
the garden work. Five or six vegetables should be selected for all in 
the garden group to raise. Beets, carrots, cabbages, potatoes, onions, 
and tomatoes make a good list. In addition, each pupil may be 
allowed to select several more which appeal especially to his interest. 
A uniform sized plot is desirable, but this may vary for different 
grades. For first year high school pupils, a good size is 30x50 feet. 

A second project is raising pure bred corn or standard potatoes on 
a given area. The "Acre Corn Contest" is being carried on by many 
schools, but the half acre may be used. A quarter acre i^ good for 
potatoes. The Iowa State College of Agriculture publishes a fine 
circular on the "Corn Acre Project."' Potato and Canning Club work 
is described in a circular of the University of Maine.^ 

A third project is adapted to girls. It consists in raising tomato 
plants, producing fruit and canning at least a part of the product. 
Green tomato pickles may also be made. Both the fruit and the 



1 School Credit for Home Practice in Agriculture, bv F. E. Heald, Bulletin No. 385, 
States Relation Service, U. S. Dept. of Agriculture, Washington, D. OL 

1 Iowa Boys' and Girls' Clubs, Course 1— Acre Corn Contest. Circ. 19, 1912. Iowa 
Sitate College of Agriculture, Extension Department, Ames, Iowa. 

-Agricultural Contests for Boys and Girls. Circ. 2, Nov. 1913. Extension Depart- 
ment, College of Agriculture, University of Maine, Orono, Maine. 



68 AGRICULTURE IN THE HIGH SCHOOL 

canned product may be exhibited. The tomato project is not verj' 
well adapted to tho northern part of the state. Beans or peas may 
be substituted for the tomatoes. 

(2) Poultry Project. Poultry work has been especially 
successful as a home project in many schools. This has been par- 
ticularly true for boys living in villages or cities. At Green Bay 
nearly a hundred boys were carrying on this project at one time. 
After a breed had been selected by each boy, pure bred eggs were pur- 
chased and hatched in the school incubator, each boy paying a small 
sum for operating. When chicks were hatched they were taken home 
and each boy was expected to make or purchase a brooder and later 
necessary coops. Before winter a suitable house was constructed and 
the hens were brought to producing as soon as possible. Careful 
records were kept of all costs and expenses for a year. Fowls were 
exhibited at the midwinter poultry show held at the school. 

Here is the summary of one boy's account for a year's work. 

Expenses 

Cost of chickens to start witJi $4.65 

Cost of keeping chickens 1 year 26. CO 

Total cost !530.6o 

Receipts 

No. eggs produced by "20 liens from Dec. 1, 1&14, to Dec. 1, 1S15 2,147 

No. eggs sold 827 

Eggs sold $17. £6 

Eggs used 27. cO 

33 cockerels at 60e 19.80 

Hens sold 9.i5 

Total receipts $74.11 

Cost 30.65 

Net profit $43.46 

(3) Steer Project. A steer fattening project aroused un- 
usual interest at New Richmond. The boys of the Animal Husbandry 
class each contributed $12.00 for the purchase of two yearling steers, 
one pure bred and the other seven-eighths shorthorn. A barn and 
small pasture were rented nearby the school house. Rations were 
figured out by the boys as a part of the class work and the work of 
fattening was begun, each boy being held responsible for feeding the 
animals for at least one week. The ration used at first was changed 
once or twice due to individual differences discovered in the animals. 
The steers were fed between October 2nd and December 17th when 
they were sold to a local butcher. During the fattening the animals 
were taken to the city scales and weighed each week. This part of 
the program aroused unusual community interest. In fact, such a gen- 
eral local interest had been developed by the time the project ended 
that the business men including a number of farmers gave the boys a ' 
banquet at the leading hotel. The event was made an important 
affair at which after dinner talks were made by leading local men 



AGRICULTURE IN THE HIGH SCHOOL 69 

and by a number of outside visitors. The boys themselves were repre- 
sented in these talks. The interest aroused in this whole project was 
so great that the following "year a stock company was organized in 
the school for the purchase of steers. Stock was sold at $1.00 per 
share. The steers this year were sold in St. Paul and the boys ac- 
companied by the agricultural director made a trip to the stockyards 
to market the steers and see them slaughtered. 

(4) Dairy Project. Dairy cows have been kept and their 
products marketed in at least three of the high school departments 
of the state. Small dairy barns have been constructed at Green Bay 
and Viroqua. 

(3) Farm 3Iaiiagenient Project. A very successful farm 
management project was carried out at Omro during the year 1914-15. 
This was carried out through a cooperative arrangement with the 
College of Agriculture of the University of Wisconsin, and the U. S. 
Department of Agriculture. In this study 79 ordinary farms in the 
vicinity of Omro were investigated as to capital invested, equipment, 
crops raised, stock kept, total expenses and receipts. From these 
were computed farm income, interest on capital and labor income. 
Blanks for this work were secured from the U. S. Department of Ag- 
riculture and the boys in the farm management class assisted and 
directed by the agriculture teacher gathered the data and computed 
results. Fuller information about the plan and results may be ob- 
tained by writing the College of Agriculture, University of Wiscon- 
sin, Farm Management Department. 



LITERATURE ON HOME PROJECTS 

Home projects in secondary agriculture. U. S. Department of Agri- 
culture, Department Bulletin No. 346, States Relation Service. 

Agricultural projects for elementary schools— The Commonwealth of 
Massachusetts, Bulletin of the Board of Education, 1911 No. 1, 
whole No. 1, 2d Edition Nov. 11, 1913 Boston, Mass. 

The Massachusetts home project plan of vocational agricultural educa- 
tion by R. W. Stimson, U. S. Bureau of Education, Bulletin No. 8, 
1914. Whole No. 579. 

Suggestions for school and home projects in agriculture by K. L. 
Hatch and W. T. Stewart, Bulletin of the University of Wisconsin, 
No. 757, High School Series No. 16. 

Home projects for school agriculture by A. W. Nolan, Agricultural 
College Extension, University of Illinois, Urbana, 111., March, 1913. 

Correlating agriculture with the public school subjects in the northern 
states by C. H. Lane, U. S. Department of Agriculture, Bulletin No. 
281. 

Supervision of home project work. Bulletin No. 22, Department of 
Public Instruction, Educational Publications, Vocational Series, 
No. 14, Indianapolis, Indiana. 

Boys and girls club work. Annual Report for 1914. Commonwealth 
of Massachusetts, State Board of Agriculture, Boston, Mass. 

School credit for home practice in agriculture by F. E. Heald, Bulletin 
No. 385, States Relation Service, U. S. Department of Agriculture, 
Reprinted. 



70 AGRICULTURE IN THE HIGH SCHOOL 

(0) Contests mul Exhibits. Every school giving the agri- 
culture course should plan an annual fall exhibit or Harvest Festival. 
Many schools are holding also a mid-winter poultry exhibit. These 
are of the greatest value in emphasizing results, increasing interest 
and developing a strong motive for the best effort. A school exhibit 
should be planned in the fall when the products of the projects are 
sufficiently matured. This school exhibt is of special importance as 
a means of bringing the people of the community to the school where 
they may see and understand more fully the work of the agriculture 
course. 

It is especially desirable that the exhibit should be held at the school 
if possible; at least, it should be under the direction of the school 
and should be made an important feature of the agriculture course. 
One of the best plans for the school exhibit is to arrange a general 
"Harvest Festival" in which the agricultural side is made a promi- 
nent feature and in which any other work of the school may be ex- 
hibited also. The domestic science department, in schools where this 
exists, can furnish most excellent help in such a festival. The social 
side may well be given some prominence. This links up very nicely 
with the domestic science side. Invitations should be planned and 
sent out by members of the agriculture classes to patrons of the school 
and other members of the community. Following the Harvest Festi- 
val at school, the best of the school exhibit may be made the basis of 
another exhibit at the County Fair or at some other important agri- 
cultural gathering. Freciuently a school exhibit may be made in 
connection with a local poultry show or pupils may be urged to make 
individual entries. Efforts should be made to cooperate as far as 
possible with other agricultural agencies of the locality. County 
superintendents in many counties are planning such work through- 
out the county. The bankers in many localities have shown special 
interest in giving help in such contests. The plan may be made 
easily broad enough to include exhibits open to the farmers as well 
as the pupils. 

In connection Avith the exhibts, contests should be planned as an 
Important feature. Suitable prizes should be offered. Conditions of 
the contests and a full plan for the prizes should be carefully woi-ked 
out and adopted when the projects are arranged. Money prizes may 
be offered, but such prizes as good books on agricultural subjects, agri- 
cultural journals, useful farm articles donated by the business men 
of the town, pure bred seed or young animals, a trip to the County 
or State Fair, or a trip to the Boy's Short Course at Madison, are much 
more desirable. Business men in towns where agricultural courses 
are given have shown unusual interest in giving help financial and 
otherwise, in connection with these school exhibits. Dealers are 
usually ready to donate useful farm articles. Agricultural papers 
have been exceedingly generous in donating subscriptions although 
they could not be expected to do this very generally. 

Stock judging contest work is very valuable and has become very 



AGRICULTURE IN THE HIGH SCHOOL 




INCUBATOR ROOM, GREEN BAY WEST SIDE HIGH SCHOOL. 




WINTER POULTRY EXHIBIT, GREEN BAY WEST SIDE HIGH SCHOOL. 
500 BIRDS ENTERED. 



•72 AGRICULTURE IN THE HIGH SCHOOL 

popular about the state. Much of this may be organized among ^ the 
pupils of the same school, but an occasional contest among several 
schools of a district adds to the interest and stimulates the best work. 
Last year a state contest was organized and held at the Agricultural 
College, Madison. Detailed plans for conducting stock judging con- 
tests and for calculating rankings and percentages is given under the 
treatment of "Farm Animals" in this manual. 

Some State Fairs have been giving large attention during the last 
few years to young people's agricultural exhibits and contests. At 
the 1916 Wisconsin State Fair a large exhibit space was devoted to 
this work and a series of contests was carried out for both boys and 
girls. The classes of exhibts included garden products, fruit, corn, 
potatoes, alfalfa, grains, poultry, calf raising, pig raising and baby 
beef for the boys and needlework, canning and cooking products for 
the girls. Special contests were held in stock judging, corn judging, 
apple judging and identification, canning, sewing and baking. Special 
prizes were given for school exhibits and booths. Full information 
concerning premiums, rules and regulations of this department may 
be obtained by writing to the State Department of Agriculture, Capi- 
tol Building, Madison. 

The exhibit and contest work should be looked upon not as the 
main feature of an agricultural course, but rather as a very val- 
uable objective means of rounding up interesting results of the 
more fundamental daily work. Such exhibits help greatly in stim- 
ulating a strong motive on the part of the pupils and in arousing 
their best efforts. At the same time, they are the best means of 
arousing interest on the part of the community and securing its 
best support. It is difficult to 'get patrons to visit the schools in 
connection with the ordinary daily work, whereas they will come 
eagerly in connection with some special exhibit at which time it 
may be possible to acquaint them with the whole work and often 
gain loyal support where only unintelligent criticism has existed. 
For these reasons exhibts and contests are of greatest importance 
during the early development of an agricultural course though, 
they continue to have great value. The "Harvest Festival" is there- 
fore strongly recommended as an annual event in all schools giving 
this course. 

In all such exhibits it should be emphasized in every possible 
way that the work represents the results of the course in school. 
For this reason the exhibt ought to be held at the school wher- 
ever adequate space can be secured. If necessary to hold it else- 
where, all the advertising and labeling of exhibits should make the 
name of the school a prominent feature and should show that the 
whole thing is the product of school work and especially of the 
agricultural course. This does not mean that exhibits by farmers 
and by others not in school may not be made a part of a school 
exhibit, but in such cases outside exhibitors should be placed in a 
separate class and their exhibits should be so labeled. 



AGRICULTURE IN THE HIGH SCHOOL 73 

The following bulletins and circulars give helpful material in 
connection with exhibits and contests: 

From U. S. Department of Agriculture 

Farmer's Bulletin, No. 385, Boys' & Girls' Agricultural Clubs. 

Farmer's Bulletin, No. 562, Organization of Boys' and Girls' Poultry 
Clubs. 

Circular 803, Bureau of Plant Industry on Organization and Instruc- 
tion in Boys' Corn-Club Work. 

From E.vteiision Division, Agricultiu-al College, University of 

Minn. 

Leaflets on Gardening and Canning Clubs. 

A Potato Growing Contest 

Boys' and Girls' Club Work 

Pig Clubs for Minnesota 

Industrial Contests for Minnesota Boys and Girls, 1914-15 

Report of Boys' and Girls' Club Work for 1914. 

From Agricultural Experiment Station, Purdue University, La- 
Fayette, Indiana 

Circular No. 29, Live stock Judging for Beginners (Revised edition) 
Circular No. 19, Industrial Contests for Boys and Girls 

Write to the State Board of Agriculture for the Complete Pre- 
mium List of the Wisconsin State Fair. 

The following tables and blanks are suggestive for the organiza- 
tion of corn or potato contests and may be adapted for use in other 
cases. 

Record Blank on Selection of Plot 

Member's Name 1 

1. Nature of Project 

2. Date plot was selected 

3. Kind of soil: (Clay, black loam, sandy loam, etc.) 

4. Crop raised or other use of land last year 

5. Size of plot: (Use rods or feet, exact measurement) 

6. Location of plot: (What part of farm, field, etc.) 

7. Width of border around plot to be planted to same kind of corn 

8. Amount of rent to be paid for use of plot. $ 

9. If plot is owned, amount of rental value. $ 

10. Difficulties, if any, in securing suitable plot 

NOTE: The idea of a border in point "6", is to avoid injury at the edges of the 
plot. 



74 AGRICULTURE IN THE HIGH SCHOOL 

High School Acre of Com Contest 
Contest Rules 

No. 1. Each boy or girl who enters the contest must grow one 
acre (160 square rods) of Wisconsin No. 12 (Golden Glow) or 
Wisconsin No. 7 (Silver King) pure bred corn. 

No. 2. The acre must be measured and approved by the committee 
of the high school. 

No. 3. Each contestant must furnish his own pure bred seed corn. 

No. 4. The contestant must exhibit at the School corn show, ten of 
his ears of corn, raised upon this acre. 

No. 5. The contestant must exhibit at the school corn show, one 
bushel (80 lbs.) of corn, raised upon this acre. 

No. 6. A set of accounts showing net profit and a statement of his 
yield in bushels and pounds must be exhibited at the school corn 
show. 

No. 7. The accounts and yield must be certified to by two neigh- 
bors who are not relatives. The persons to be selected by the person 
entering the contest at the time of the entry, subject to the approval 
of the committee. 

No. 8. The committee shall consist of the board of education, the 

city superintendent and the agricultural instructor of the 

high school. 

No. 9. The account shall be figured as follows: Rental of land 
$5.00, seed corn $2.00 per bushel; labor, man 15c per hour; man and 
horse 25c per hour; man and team 40c per hour; use of machinery 
$2.00; manure 50c per load; husking corn 5c per bushel, and other 
items of expense at cost. 

No. 10. All contestants must agree to enter all four departments. 
No premium to be paid unless all four entries are made. 

No. 11. The ten ears entered remain the property of the exhibitor. 
The bushel, however, becomes the property of the association to help 
pay the cost of the exhibit. 

No. 12. Each contestant must send every week a report to the agri- 
cultural instructor upon blanks furnished by him. 

No. 13. The judge of the corn show shall be selected by 

the committee. 

No. 14. All other questions that may arise shall be settled by the 
committee. 

No. 15. Information relative to the growing of corn may be ob- 
tained from any reliable source. The instructor of agriculture of the 
high school will be glad to assist you at any time. 

No. 16. The following points shall determine the successful con- 
testants: 

Yield 40 points 

Quality as shown by 10 best ears and one bushel 

of ears 30 points 

Cost per bushel to grow 20 points 

Financial record 10 points 



AGRICULTURE IN THE HIGH SCHOOL , 75 

No. 17. First Prize — A scbolarship and expenses to Boys' Short 
Course at Madison. 
Secoiul Prize — A free trip with all expenses paid for one 

day's visit to the State Fair at Milwaultee. 
Third Prize— A setting of eggs from pure bred stock. 
Fourth Prize — A bushel of pure seed potatoes. 
No. 18. No prizes shall be awarded unless the contestant complies 
with all the above conditions. 

No. 19. This contract must be signed and returned to the instructor 
of agriculture of the high school on or before May 20, 1914. 

Contract 

I hereby signify my desire to enter the acre corn contest of the high 
school and do hereby agree to fulfill all the conditions set forth in the 
above rules. 

Signed 

Parent or guardian's signature 

Agricultural Instructor of the High 
School 
Date , 191.. 



Names of persons, not relatives, who will 
certify to accounts and yield. 



Report of Progi"e.ss of the Work 



Date of Planting — 

Kind of pure bred corn used for seed — 

Clay, sand or black loam soil — 

General condition of corn on July 4th. — 

Number hours labor put in with team up to July 4th. — 

Number hours labor put in with one horse up to July 4th. — ■ 

Number hours labor put in for single man up to July 4th. — 

Number loads manure used — 

Kind of cultivator used — 

Was it dragged while coming up through the ground? 

How many times has it been cultivated before July 4th? 

Any signs of cut-worms or white-grub? 

Did you plow up sod ground for your corn? 

What per cent did you have to replant? 

Have you used deep or shallow cultivation? 

Was your corn, planted deep or shallow? 

Student sign here 

Report should be sent in soon as possible. Continue to keep exact 
records of everything concerning your own corn from now on. 

Circular 803, Bureau of Plant Industry on "Organization and In- 
struction in Boys' Corn Club Work," previously referred to gives 
further valuable suggestions along this line. 



76 AGRICULTURE IN THE HIGH SCHOOL 

6. Manual Training Work. It is expected that some manual 
training work shall be organized in connection with the agriculture 
course, although as previously stated, schools offering the special 
manual training course should not expect the agriculture pupils to 
take the complete course. It is strongly urged that special classes be 
organized for agriculture students so that the work may be especially 
adapted to their needs. It will be noticed in the outline of courses 
in this manual that construction work and mechanical drawing are 
urged for two periods a week throughout the course. It is expected 
that even the smaller high schools can arrange to give at least three 
hours a week to this work. The forge work suggested for the second 
year is considered especially valuable. Every school giving the agri- 
cultural course is urged to provide at least one forge. The pupils at 
Mondovi have erected a cement block shop in which were installed 
several benches and forges with complete sets of tools. The shop was 
16'x24'x8' inside measurement. Farm carpentry, forge work and 
cement work were all carried on in this shop. Space in the basement 
of the school building may often be used for this purpose. Outlines 
and further suggestions for this work may be found under "Treatment 
of Subjects." 

7. Community or Extension Work. It is urged that commun- 
ity or extension work should be undertaken by the agriculture teacher 
with a good deal of caution, and only after a careful study of condi- 
tions in the community and some acquaintance with the farmers. It 
is urged that the interest of the farmers should be gained first through 
practical results secured in connection with the course in school, 
especially through the Harvest Festival and the results of the practical 
project work. It is far better for the agriculture teacher to visit the 
homes of the boys in the course and assume the attitude at first of a 
learner who wants help and cooperation, rather than as an expert 
come out to show them how to do things or to correct poor practices. 
Later, after sympathy and cooperation have been gained, and some 
enthusiasm has been aroused in connection with the course in school, 
then it may become possible for the teacher to become a leader in bet- 
tering agricultural conditions in the whole community. This is espe- 
cially possible where the teacher is employed during the summer 
months. Opportunities in this direction should be improved as far 
as the time and energy of the agricultural teacher will permit. Not- 
withstanding the difficulties, a number of schools have carried on some 
excellent work in this line. Among the lines which have proved 
most successful are the following: arranging for programs for farmers' 
meetings held in district school buildings for the presentation and dis- 
cussion of local problems, distributing lime at cost among farmers of 
the region surrounding the school, demonstrations in starting a field 
of alfalfa on some farmer's field, cow testing work among herds of the 
community, arranging "farmers' week" programs through the Exten- 
sion Service of the Agricultural College, orchard demonstrations, 
pure seed distribution, testing seed corn for surrounding farmers, 



AGRICULTURE IN THE HIGH SCHOOL 77 

carrying on farm management demonstrations among the farmers of 
the locality, helping country school teachers in organizing practical 
agricultural work. Much of this work has been developed in connection 
with the school and home projects which have firot aroused community 
interest. 

One bulletin' on "Community or Local Extension Work by the High 
School Agricultural Department" gives the following classification of 
such work: "(1) Work with farmers, as organizing or working in 
farmers' clubs, an annual 'farmers' week' of agricultural lectures, field 
and orchard demonstrations, cooperative experiments on farms, good 
seed distribution, seed and milk testing, preparing plans for buildings, 
and selecting and purchasing improved live stock, etc.; (2 )Work with 
farm women, as afternoon or evening meetings, short courses, and 
home garden and poultry experiments; (3) Work with young people, 
as short courses in agriculture and home economics, agricultural con- 
tests, and literary societies; (4) Work with rural school teachers, as 
meetings lor agricultural instruction, assisting in conducting school 
fairs and rallies, and outline lessons in agriculture and home eco- 
nomics; and (5) work with rural school children, as boys' and girls' 
agriculture or domestic science clubs, schoolhouse "fairs" or ex- 
hibits of work, rural improvement and athletic field days." 

The agricultural director in a high school in New York reports the 
following: "The work that can be carried on in any community would 
be milk testing, encouraging and showing the farmers that certain 
cows are 'boarders', tuberculin testing, especially where milk is sold 
by the quart, feeding experiments, growing of clover, alfalfa, or legu- 
minous crops, better corn, drainage, liming soils, intelligent buying 
and use of commercial fertilizers, breeding of animals, spraying of 
fruits, treating grains for smut, and management of farms. Of course, 
the above cannot all be accomplished in one year, as the farmer must 
be shov/n before he will change. I find that the farmers have had too 
much advice from the 'platform' and are demanding us to give 
facts and figures." 

The following piece of extension work was carried on last year at 
New Richmond, Wis. Three Holstein cows owned by separate farmers 
were loaned to the animal husbandry class for a butter fat contest. 
One of the boys was appointed herdsman. Rations were worked out 
by the class and were changed from time to time as results seemed to 
demand. Each cow was tested as to amount of milk, per cent of 
butter fat and total butter fat. At the end of the test a banquet was 
held at a local hotel attended by business men and farmers including 
the owners of the cows. Results were announced and discussed and 
the owner of the winning cow was presented with a trophy cup fur- 
nished by the Country Life Club which is made up of the boys in the 
agricultural course. It is interesting to note that under the boys' 



1 Circular No. 109 Community or Local Extension Work by the High School Agricul- 
tural Department, by W. G. Hummell, University of California. College of Agriculture, 
Berkeley. 



78 



AGRICULTURE IN THE HIGH SCHOOL 



care the cows were made to produce more than they had ever done 
under the care of their owners. The following table shows the results: 



Name of Cow. 



1. Phebea 

2. Lillie.. 

3. Bess .. . 



Testing 
period 
ilays. 



177 

>n 

103 



Lbs. milk 
daily. 



36.1 
33.5 
34.9 



Total 

lbs. 

milk. 



6.401 
7,.S49 
3.601 



Average 

test. 



3.67 
2.90 
3.65 



Lbs. 

butter 

fat. 



2.35.49 
219.62 
131.82 



Under the present demands made upon high school agricultural 
teachers in Wisconsin it is certain that they are limited in the amount 
of extension work that is possible. It is also certain that wherever 
good practical work is developed in connection with the school and 
home projects, a large amount of good extension work will grow up. 
If teachers are employed for the summer and especially if they are 
retained for three years or more in the same place, it will make 
possible a large amount of extension work which will be able to im- 
prove decidedly the spirit and practice of the whole community. The 
suggestions given above indicate some of the lines which have been 
and which therefore can be accomplished, and such work should be 
developed as far as possible consistently with the maintaining of 
thoroughly strong work in the school. 



VI.— EQUIPMENT. 



1. Special Room. Schools expecting to receive special state aid 
for the agriculture course, must provide a good sized special room, 
in which suitable apparatus and a good supply of illustrative material 
may be gathered together and where suitable arrangements may be 
made for the growing of plants, and for the laboratory side of the work. 
Such a room should be provided with tables and chairs similar to those 
required for botany work, and wherever possible, gas, running water 
and a convenient sink, should be supplied. A room about 20x28 feet 
is recommended for the average school. A combination laboratory and 
recitation room is very satisfactory. On the sides of the room there 
should be liberal case room Avith drawers and shelves for supplies. 
Laboratory tables may be placed in a portion of the room and if 
needed more may be placed along the sides of the room. Movable 
chairs may be used about the tables or placed together in one portion 
of the room for recitation work. A permanent teacher's desk should 
be set in the front of the room and if possible supplied with water 
and gas. Perhaps a better plan for the recitation seats is to have 



AGRICULTURE IN THE HIGH SCHOOL 



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go AGRICULTURE IN THE HIGH SCHOOL 

them fixed permanently at the front end of the room and then supply 
other seats for use about the tables. Where all the space in the 
center of the room is needed for recitation seats, all the laboratory 
tables may be placed about the sides of the room, although this has 
the objectionable feature of requiring pupils to face the light while 
at work. It has the objection also of limiting too much the amount 
of available blackboard. In any case blackboard must be provided 
in front. The accompanying sketch (see figure 2) shows a plan taken 
from the New York state bulletin. Plate 8 shows the agriculture 
room at Neenah, Wisconsin, where work tables are placed in the main 
part of the room back of the recitation seats. This room has another 
feature which is most desirable wherever it can be arranged; viz., a 
window garden in the rear, which Is most useful for growing plant 
material and for many experiments. The biology work can be carried 
on very conveniently V/^ith the agriculture, but the physics laboratory 
is not a satisfactory room for agriculture. 

2. Tables and Cases. There should be sufficient table room so 
that the maximum number of pupils in any of the classes may be 
seated for work at the same time. A simple, solid table with one tier 
of drawers and square legs is most desirable. Such tables are fur- 
nished by many of the scientific companies such as Central Scientific 
Company and the Welsch Scientific Company of Chicago and the 
Kewaunee Manufacturing Company, Kewaunee, Wisconsin. However, 
such equipment can often be secured at less expense through some 
local firm. 

A black finish is exceedingly desirable for table tops. Some 
firms supplying tables now furnish such tops, but the following 
directions will enable any local painter or firm to put on a black 
finish which is very generally used in science laboratories. 

A Black Banish for Table Tops 

(Reprijited from the Journal of Applied Microscopy, Vol. 1, No. 8) 
The following solutions are required: 



I. 



125 grams of copper sulphate, 
125 grams of potassium chlorate, 
1,000 grams of water. 
Boil until salts are dissolved. 

IL 

150 grams of anilin hydrochlorate, 

1,000 grams of water. 

Or, if more readily procurable, 

120 grams of anilin oil, 

160 grams of hydrochloric acid, 

1,000 grams of water. 



AGRICULTURE IN THE HIGH SCHOOL 



81 



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82 AGRICULTURE IN THE HIGH SCHOOL 

By means of a brush apply two coats of solution No. 1 while hot, 
the second coat as soon as the first is dry. Then apply two coats 
of solution No. II and allow the wood to thorougly dry. A coat 
of raw linseed oil is next applied. It is best to use a cloth instead 
of a brush so as to get only a very thin coat of the oil. The de- 
sired amount of polish is now given the wood by rubbing in the 
oil. In the treatment with the oil the deep black color is partially 
brought out, although this does not uniformly appear until the 
table has been thoroughly washed with hot soapsuds. This takes 
out the superfluous chemicals. 

The finish thus secured is an ebony black which is permenent 
and very highly resistant to the action of chemicals, such as acids 
and alkalies, even concentrated sulphuric acid having little or no 
effect if quickly washed off. 

There should be from 12 to 20 feet of case room supplied. 
Cases should have cupboards or drawers below and shelves above. 
It is a good plan to have cupboards or drawers about 20 inches 
deep and the shelves above 12-14 inches deep, leaving a. ledge 6-8 
inches wide about three feet from the floor. Wooden doors should 
be used below but above it is best to have glass doors, as this helps 
greatly in locating material. 

The accompanying sketches taken from the New York state bul- 
letin will show details regarding cases and tables more clearly. 
(See figures 2 and 3.) Plate 9 taken from the same bulletin gives 
a front view of a case showing materials arranged on the shelves 
according to the following list. 
Case 1. (At left) 

Shelf A. (Top) Fertilizers, — collected locally, from deal- 
ers, or elsewhere 
Shelf B. Poultry feeds,^ — collected locally 
Shelf C. Insect mounts showing life histories 
Shelf D. Crops in sheaf, — collected locally , 

Shelf E. Insect mounts, — life histories 
Case 2. 

Shelf A. Threshed grains, — collected locally 

Threshed grains, — standard market grades pur- 
chased from University of Nebraska, depart- 
ment of instructional agronomy 
Shelf B. Shelled corn, — standard types 
Corn products 
Grains, — standard grades 
Shelf C. Grass seeds, — standard 

Grass seeds, — collected from local market 
Grasses in head, — standard 
Grasses in head, — collected locally 
Shelves D & E. Wheat, oats and barley in head, — stand- 
ard and local collections 



AGRICULTURE IN THE HIGH SCHOOL 



83 




84 



AGRICULTURE IN THE HIGH SCHOOL 



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AGRICULTURE IN THE HIGH SCHOOL 85 

Shelf F. Corn in ear, — standard types 

Grain in sheaf, — collected locally 
Case 3. 

Shelves A & B. Agricultural books 
Shelf C. Bulletins filed in library cases 
Shelves D & E. Plant Pathology specimens and laboratory 
supply, — collected locally and secured from department 
of plant pathology, New York State College of Agricul- 
ture 
Shelf F. Apparatus. 

A very convenient special case has been devised in one school 
for holding specimens of corn in the ear to be used for judging, 
demonstrations etc. This case is 38" x 64" and 17" deep. Panels 
are cut cut at the sides and back and covered with wire netting to 
give good ventilation and keep out mice. At the front is* a tier of 
drawers, each about 4 inches deep for holding the ears. A card 
label is placed on the center of the front of each drawer for show- 
ing what the drawer contains. 

All cases should be made of some substantial wood preferably 
hard, and should be neatly finished with stain or varnish. Fre- 
quently pupils in the agriculture course may construct good cases, 
but care should be exercised not to use so much time as to inter- 
fere with the regular work. Good workmanship should be insisted 
upon. 

3. Apparatus. Apparatus need not be elaborate, but there is a 
definite, special equipment needed for efficient agriculture work in 
the high school. Much of the equipment for the general sciences 
may be used, but this is not sufficient. A careful estimate should 
be made out during the summer by the agriculture teacher for the 
supplies needed the following year based on a careful survey of 
the work to be given. Boards of education expecting state aid 
must expect to supply sufficient funds for necessary equipment. 
Much local material may be collected by teacher and pupils and 
some apparatus may profitably be constructed as a part of the 
work, but there is a limit to the time which can be given to such 
construction work and furthermore, materials are necessary for 
mounting collections and constructing homemade materials. 
Charts, insect mounts, mounted pictures of farm animals, etc., are 
examples of such material. See list. 

The following list of apparatus and illustrative material repre- 
sents about what each school should have. Some modifications 
may be made according to local conditions, but these need not 
affect the list to any great extent. Prices of particular articles are 
not given since these vary somewhat and are easily obtainable from 
the catalog of any reliable firm supplying such goods. The entire 
list of needed apparatus will cost approximately '$200.00, based 
upon a class of ten pupils for each year's work. Much valuable 



86 



AGRICULTURE IN THE HIGH SCHOOL 



illustrative material may be obtained by watching free advertise- 
ments in agricultural papers, magaines, etc. One school has fol- 
lowed very successfully the plan of asking pupils to report such 
advertisements. The pupil reporting a particular advertisement is 
asked to send for the material, which is mounted or put into most 
convenient shape for use, when received. In some cases, a single 
instrument like the Babcock tester, is sufficient for the whole class. 
In other cases, however, a larger number of pieces should be pro- 
vided according to the needs of the class. 

REQUIRED LIST OF APPARATUS AND SUPPLIES 



Fami Crops 



Blotting paper sheets 

Flower pots, about 3" and 5" 

Garden tools, if plot is operated 

Measures, 1 qt. — 14 bu., of wood 

Measures, 1 pt. — % bu. of metal 

Pie tins for seed testers, 2 doz. 

Plant press 

Specimen bottles for seeds, metal 

screw cap, 4 drachm, 5 doz. 
Seed containers of cardboard 



Specialty Mfg. Co., 1045 Raymond 
Ave., St. Paul. See also other 
supply companies 
Vial trays for seed specimens 
Type grains and grasses in head 
Type grains ' and grasses in stalk 
Weed seed mounts. 

Last three supplied by Agronomy 
Dept. University of Wisconsin 
at cost 
Score cards. See appendix 



Horticulture 

To be supplied if horticulture is a local interest 



Bucket sprayer 

Barrel sprayer, if much work is to 

be done 
Budding knife, one 
Grafting knives, three 
Grafting wax 
Garden trowels, i^ dozen 
Insect mounts 



Pruning knives, half dozen 
Pruning shears, long and 

handles 
Pruning saws, two 
Raffia 

Spade, shovel, hoes, rakes 
Spray material 



short 



Score cards. See Appendix 
Animal Study 



Babcock testing outfit complete 
The 12 bottle covered iron case 
K/^vr-i is stronrly recommended 
Corrosive sublimate tablets 
Cream scales, Torsion 
Drinking fountain for poultry 
Egg tester 
Farrington's alkaline tablets 



Glass cylinder for lactometer 
Incubator and brooder 
Lactometer, Quevenne 
Milk record sheets. Eau Claire 

Book and Stationery Co., and 

others 
Milk scales, standard form 
Churn, simple form 
F.core cards. See appendix 



Soils anrt Fertilizers 



Drying oven 

Flower pots 

Jars, earthen for pot culture tests 

Soil sieves, \^ — 5 m m. 

Soil thermometer 

Soil auger 



Soil tubes %"x4' for capillarity ex- 
periments 

Truog soil acidity tester 

Tall bottles with bottoms removed 
for drainage and water holding 
capacity 



AGRICULTURE IN THE HIGH SCHOOL 



87 



Fann JMechanics and Fami 3Ianagement 

(Including manual training)' 

Blue print paper Tools, see special list 

Drawing boards Tape line, 50 '-75', in case, steel is 
Gas engine, old one can usually be desirable but not necessary 

obtaineji at flight expense or Two work benches, can be made 

for nothing Yard sticks,, 1 doz. 
1 hand forge, if possible 



General Purpose 

Chart cloth, painters' sign cloth or Harvard trip balance 

good quality white muslin Insect pins, Nos. 1, 3, 6 

Charts, Bricker Set of 10, Central Lettering outfit for making charts. 

Scientific Co. etc., A. Flanigan, 521 S. Wabash 

Evaporating dishes, ZV2", iVk" Ave., Chicago or N. W. School 

File boxes for bulletins, $6.00 per Supply Co., Minneapolis 



100, H. Schulz & Co., Chicago 
Mortar and pestle, iron, 1 qt. 
Passe partout paper for mounts 
Ricker insect and plant mounts, a 



Mason jars, 1 pt., 1 qt., clear glass 
Mortar and pestle 4", porcelain 
Surgeon's absorbent cotton for in- 
sect and plant mounts 



few for samples, others can be Thermometers, chemical, several 



made 
Scale, standard family 
^' q" cn*^*^er, steel 
Graduated cylinders, 100 cc and 

500 cc 

Drawing instruments may be purchased by pupils 



Water baths, i/^ doz. 

For general apparatus see physics 

and biology lists in high school 

manual 



REQUIRED LIST OF CHEMICALS 



Acid, acetic 

Acid, carbolic 

Agar, Agar 

Bees' wax 

T!i'^Rrbonate of soda 

Calcium chloride, C. P. neutral 

(not calcined.) 
Copper sulnhate 
Ferric chloride 
Fuchsin solution 
Gelatin 

Hvdrosen peroxide 
TroTi piilohate 
T^QT-nspne 

T itmn's nanpr, red, blue 
T 0^,1 acetate 



Mehtylene blue 

Pepsin 

Phpnol phthalein 

Plaster of Paris 

■^n^^pssium iodide 

■♦^ntfissinm hydroxide 

PrtsRsium cyanide 

TJochelle salts 

Resin 

Safranin 

Radium chloride 

Sulphur 

Starch 

Tallow 

Zinc sulfid, C. P. neutral 



In addition to the required lists of apparatus and chemicals 
given here the general lists called for under physics, and botany are 
expected to be available. See High School Manual. 

The following supplementary list, while not required at first, 
should be added as rapidly as possible as the course develops. The 
approximate cost of this list is fifty dollars, not including lantern 
outfit. 



88 AGRICULTURE IN THE HIGH SCHOOL 



SUPPLEMENTARY LIST OF APPARATUS 

Acid tester for milk 

Botany can for carrying plant specimens 

Caponizing set 

Cream separators. Can usually be secured at least as a temporary 

loan, through local dealers 
Evaporimeter, for soil evaporation tests 
Milk coolers 
Milk sediment tester. Creamery Package Co., Ft. Atkinson or T. C. 

Lorenz Model Co., Madison 
Moisture tester for butter 

Opera glass for bird study, Chester Reed. Worcester, Mass., $5 
Pasteurizing outfit 
Petri dishes 2 doz. 3" 
Steam sterilizer 
Lantern outfit with collection of slides. An excellent outfit with 50 

slides can be obtained for about $75.00 

Comp^anies handling scientific apparatus are now giving special 
attention to agricultural equipment. A number of these furnish 
special agricultural catalogs which by the cuts and descriptions 
give a good deal of help both in selecting apparatus for purchase 
and in giving ideas iibout homemade material. Much valuable 
equipment and illustrative material should be made or collected 
by teacher and pupils as rapidly as possible. The following list 
is suggested. 



HOMEMADE OR COLLECTED MATERIAL 

Blue print frame. 

Charts: pictures, diagrams, tabulated data. Many should be pre- 
pared by pupils in connection with class instruction and presen- 
tation of topics. See I. H. C. chart booklets for suggestions. 
Painter's sign cloth or good white muslin serve as good mater- 
ial. Common manila paper may be used, but is not so durable. 
Use the lettering outfit for tabulations. 

Collection of seeds: weeds, grain, corn 

Corn driers, trees, racks, strings, etc. 

Corn judging boards, to hold 10 ear samples. See commercial cata- 
logs for cuts. 

Cyanide bottles, — for killing insects 

Drawing boards 

Frame for soil tubes, — -capillarity and drainage experiments 

Germinating boxes 

Graft models, — see cuts in catalogs 

Herbarium of weeds and grains 

Hotbed and cold frame 

Insect mounts, — on plan of Riker founts 

Insect net 

Milk record sheets, — purchased at slight cost 

Picture mounts of animals, etc. See below. 

Plant press 

Propogation bed 2'x3' 



AGRICULTURE IN THE HIGH SCHOOL 89 

Rag doll testers. See charts below;. 

Seed corn testers, or germinating trays. See bulletins and catalogs 

Samples of grains and grasses in stalk, — strip leaves 

Soil samples: clay, sand, loam, muck 

Weed or botanical mounts 

Valuable help is given in the collecting and preserving of agri- 
cultural material in two recent bulletins of the U. S. Department 
of Agriculture. 

a. Farmers' bulletin. No. 58 6. Collection and preservation of 
plant materials for use in the study of agriculture. 

b. Farmers' bulletin No. 606. Collection and preservation of 
insect and other material for use in teaching agriculture. 

Bulletin Board 

A most valuable aid in keeping up a vital interest in all the 
agricultural work and in developing an intelligent and progressive 
attitude toward the best and most recent improvements connected 
with good farming, is a bulletin board. This board should be a 
place for displaying any new and interesting agricultural materials 
which appeal to the eye. These might include pictures of animals, 
buildings or machinery, head lines or short articles on any farm 
topic, pictures of prominent men associated with farm movements, 
pictures of projects, farm demonstrations, exhibits, etc., recent 
world's records in any line, nseful tables of farm data, etc., etc. 
The best in every line of farm progress should thus be kept before 
the pupils. These things may profitably be made the basis for the 
presentation of special topics from time to time. 

Let the pupils themselves collect much of this material. Spe- 
cial committees of the pupils might have charge of the bulletin 
board each for a short period of a week or two. Material should 
be changed from time to time as new things are collected from 
agricultural papers or elsewhere. 

A desirable size for such a board is 2' 8" x 3' 6". This board 
should be made of inch stuff and should be covered with brown or 
dark green burlap. Such a board can usually be made as a pro- 
ject in manual training. The bulletin board can do much to pro- 
vide a stimulating farm atmosphere which should always exist in 
connection iwith this course. 



CHARTS 

1. Free or at a nominal cost. 

While most of these charts have been published for free distri- 
bution it must be borne in mind that there is a possibility at any 
time that the supply may be exhausted, or that a charge may be 
made. A prompt request is most likely to secure them. 



90 AGRICULTURE IN THE HIGH SCHOOL 

Agricultural Experiment Station, University of Wisconsin. 

Poster bulletin No. 1 Potato Diseases 

No. 2 Standard Potatoes 

No. 3 Prevention and Control of Hog Cholera 
" " No. 4 How do you market your crops 

No. 5 Help Fight These Weeds 
" " No. 6 Improved Sandy Soils 

No. 7 Test Your Seed Corn 
" " No. 8 Save Farm Fertility 

" " No. 9 Keep Cream and Milk Clean and Cold. 

The Pure Bred Sire, Wisconsin State Live Stock Breeders' As- 
sociation, A. W. Hopkins, Secretary, P.ladison. 

Rag-doll Corn Test Chart. Crop Improvement Committee, 
Bert Ball, Secy., Board of Trade Building, Chicago. 
Also furnished by I. H. C. Co., Harvester Bldg., Chicago. 

Soil Chart and others of Wisconsin Geological and Natural 
History Survey. 

Chart on Potato Diseases, Central Experiment Farm. Pub- 
lished by direction of Hon. Martin Burrell, Minister of Agri- 
culture, Ottawa, Canada. 

Cement Construction Charts. Universal Portland Cement Co., 
208 S. LaSalle street, Chicago. Fine plans for cement con- 
struction and farm buildings. There may be a small charge 
for these. 

I. H. C. Lecture Charts. International Harvester Co., Har- 
vester Bldg., Chicago. Subjects treated are soils, corn, al- 
falfa, oats, live stock, poultry, weeds, the house fly, home 
economics, etc. These charts are loaned for a limited time 
at a small cost or they may be purchased. Sets of lantern 
slides may be obtained on similar terms. A prepared lec- 
ture booklet, goes with each set of charts or slides. 

2. Cliai'ts availal)l(^ bj Purchase. 

Bricker Agricultural Charts. Set of 10. Central Scientific 
Co., or Denoyer-Geppert Co., both of Chicago. 

Nature Chart. Birds, animals. Insects, etc., in colors. Very 
fine for birds. A. W. Mumford, Publisher, Chicago. 

Agricultural Chart. R. O. Evans Co., Educational Publishers, 
Chicago. 

I. H. C. Lecture Charts. See above. 



PICTURES AND LANTERN SLIDES 

1. Farm Animals. Pictures of famous cattle and other farm 
animals can be obtained from farm papers and also by writing the 
different National Breeders' Associations. See appendix. Fre- 
quently pictures may be obtained by writing directly to noted 
breeders whose advertisements appear in farm papers, though the 



AGRICULTURE IN THE HIGH SCHOOL 91 

demand often becomes too greac for breeders to supply. The fol- 
lowing have supplied fine pictures: 

W. W. Marsh, Waterloo, Iowa, Guernsey cattle 

Maple Crest Stock Farm Co., Kalamazoo, Mich., Holstein cattle 

Adam Seitz, Waukesha, Wis., Ayrshire cattle 

Dr. David Roberts, Waukesha, Wis., Holstein & Ayrshire 

Jean Duluth Farm, Duluth, Minn., Guernsey & Red Poll 

International Stock Food Co., Minneapolis. Horses 

A very fine set of pictures of chart size 
Pratt Food Co., Philadelphia, Pictures of stock. 

Pictures of world's record animals may often be obtained by 
writing directly to the owners. 

Pictures of fine stock may often be obtained at fairs or from 
advertising posters. 

It is a good plan to have pupils construct charts by pasting 
good animal pictures on a piece of cardboard of convenient chart 
size, making one chart for each breed. 

2. Bii'ds and other Nature Subjects. The following furnish fine 
pictures in colors at from l-3c each depending on number ordered. 
Subjects include birds, insects, animals, shells, minerals, etc. 

A. W. Mumford, Publisher, Chicago 
Perry Picture Co., Maiden, Mass. 

A very fine set of colored bird pictures is to be found in the National 
Geographical Magazine, June, 1913; May, 1914, and Aug., 1915. 

The Chester A. Reed, "Bird Guides" are good for bird identification. 
Dojibleday Page Co. 

Arbor and bird day manuals since 1906 have fine bird pictures in 
colors. 

3. Lantern Slides. A large variety of lantern slides adapted to 
agricultural instruction may be obtained from commercial firms such 
as Central Scientific Co., Welsch Scientific Co., or Mcintosh Stereopti- 
can Co. A number of sets of slides have also been prepared by other 
educational agencies. Some of these sets are loaned to schools for 
transportation or at slight cost. The following should be noted: 

a. U. S. Department of Agriculture, Office of Experiment Stations, 

Washington, D. C. Write for list of sets. Lecture with each set. 

b. Extension Department, University of Wisconsin; slides accom- 

panied by lectures if desired. 

c. International Harvester Co., Harvester Bldg., Chicago. 



92 AGRICULTURE IN THE HIGH SCHOOL 



COMMERCIAL EXHIBITS 

Many exhibits made by various manufacturing companies are valu- 
able illustrative material for the agricultural work. However, many 
of the firms which have put out such exhibits have found it impossible 
to supply the demand and have discontinued the free distribution. 

The following have supplied such material in the past: 
Cement. German American Portland Cement Works, 140 S. Dearborn 

St., Chicago 
CereaL products. Postum Cereal Co., Limited, Battle Creek, Mich. 
Corn products. American Mfg. Association of Products of Corn, Chi- 
cago 
Flour products. Washburn Crosby Co., Gold Medal Flour, Minneapolis 

Pillsbury Flour Mills Co., Minneapolis 
Fertilizer samples. Swift & Co., St. Paul or Chicago. 

Armour and Co., Chicago 
Flax. James McCutcheon and Co., Fifth Ave. at 34th St., New York. 

Free to High Schools and Colleges 
Grain. Commission of Immigration, Winnepeg, Canada. Samples of 

grains and grasses, in stalk and also threshed grain 
Limestone samples. Indiana Quarries Co., 112 W. Adams St., Chicago 
Milk products. Horlick's Malted Milk Co., Racine, Wis. 
Manila products. International Harvester Co. 
Minerals from German potash mines. German Kali Works, Monadnock 

Bldg., Chicago. Not available at present. 
Nitrate industry. Chilean Nitrate Propoganda. 25 Madison Ave., 

New York 
Packing industry. Morris and Co., Chicago; Armour and Co., Chicago 
Petroleum products. Standard Oil Co. 
Steel. Illinois Steel Co., South Chicago 
Wood finishing. S. C. Johnson and Son, Racine, Wis. Small wood 

panels finished in different ways 



MISCELLANEOUS HELPS 

Literature illustrated with many fine pictures and cuts. Free ex- 
cept as indicated. 

Ohio Agricultural Experiment Station, Wooster, Ohio, Bulletin No. 
122 — "Testing the Dairy Cow." 

International Harvester Co., Harvester Bldg., Chicago. "The Golden 
Stream" (Dairying) and other booklets on alfalfa, sweet clover, 
corn, poultry, farm machinery, etc. Send for complete list. 1 — 3c 
each. 

National Breeders' Associations. Pictures and literature. See ap- 
pendix 

Van Pelts "Cow Demonstrations" and Kimball's "Dairy Farmer" 
Waterloo, Iowa, $1.00 

Feeding Dairy Cows. Booklet by T. L. Haecker, No. 130, Revised and 
Enlarged, University of Minnesota. Department of Agriculture, 
St. Paul, Minn. 

School Garden Association of America, Dayton. Ohio. Literature and 
Bibliography 



AGRICULTURE IN THE HIGH SCHOOL 93 

The Children's Flower Mission, Cleveland, Ohio. Trees, Shrubs, Penny- 
packet seeds for chidlren's gardens. Literature on school gardens 
Wm. S. Meyers care Chili Nitrate Co., New York City, 71 Nassau Street, 

Book on Manufacture of Nitrates 
Middle West Soil and Improvement Committee, Chicago, 111., 916 Postal 
Telegraph Bldg., literature on "Canner's Crops" and other topics 
Universal Portland Cement Co., Chicago, 111., 72 W. Adams St., "Farm 

Cement News" 
German American Portland Cement Works, Chicago 
Vulcanite Portland Cement Co., Philadelphia 
Association of American Portland Cement Mfgrs., Philadelphia, Pa., 

"Manual on Cement" 
Park's Floral Magazine, La Park, Pa. 
Seed Catalogs. See advertisements in farm papers 
Stark Bros., Nurseries and Orchard Co., Louisiana, Mo., Stark "Or- 
chard Book" and other literature 
Wing Seed Co., Mechanicsburg, Ohio. Literature on "Alfalfa" 
C. M. Parker, Taylorsville, 111., series on "Studies of Agriculture" 
Western Michigan Development Bureau, Travers City, Mich. J. I. Gib- 
son, Publications on "Development of Western Michigan" 
Wisconsin Advancement Association, 1505-1511 First National Bank 
Bldg., Milwaukee, Wis., monthly bulletin 50c, and other literature 
Wisconsin Soil Survey, College of Agriculture, Madison 
Crop Improvement Committee, 64 Board of Trade, Chicago. Farm 

literature and rag-doll tester 
Silver Mfg. Co., Salem, Ohio. "Modern Silage Methods" 
J. I. Case Threshing Co., Racine, Wis. "Science of Successful Thresh- 
ing" 
Holm and Olson Park Nurseries, St. Paul, Minn. Catalog on Land- 
scape Gardening 
Chas. E. Greening, Monroe, Mich., Greening's "Pictorial System of 

Landscape Gardening" 
Martin Mfg. Co., Sac City, Iowa. Wire corn rack 
Buffalo Fertilizer Co., Buffalo, N. Y. Literature 
The Alfred J. A. Brown Seed Co., Grand Rapids, Mich. Literature on 

"Alfalfa" 
Creamery Package Mfg. Co., Chicago, Minneapolis and Ft. Atkinson, 
Wis. Catalog of dairy supplies. Ask especially about the Wizard 
Sediment Tester 
Michigan Bird Book. Cloth 60c, paper 40c; Secy., Agricultural College, 

East Lansing, Mich. 
Michigan Book of Trees. Geo. Wahr, Ann Arbor, Mich. 
Ware Bros. Co., Philadelphia. "The American Fertilizer Handbook" 

$1.00 
Deere and Co., Moline, 111., "Soil Culture and Modern Farm Methods" 
James Mfg. Co., Fort Atkinson, Wis. Book on "The James* Way" in 
modern barn equipment. Also Barn Magazine published several 
times a year 
Northland Hemlock and Hardwood Mfg. Association, Wausau, Wis. 
London Machinery Co., Fairfield, Iowa 

King Ventilating Co., Owatonna, Minn. Catalog and literature 
American Steel and Wire Co., 72 W. Adams Street, Chicago 
German Kali Works, 1901 McCormick Bldg., Chicago. Books on agri- 
cultural subjects 
American Corn Mfg. Co., 1236 National Bank Bldg., Chicago. Litera- 
ture and exhibit 



94 AGRICULTURE IN THE HIGH SCHOOL 

Natural Phosphate Co., Chicago, 111. 

Michigan Weeds, Beale, Bulletin No. 267, Michigan Agricultural Col- 
lege 
Seeds of Michigan Weeds, Beale. Bulletin No. 260. Michigan Agri- 
cultural College, E. Lansing 
Live Stock Judging for Beginners. Cir. No. 29, Agr. Exp. Sta., La 

Fayette, Ind. 
Central Scientific Co., Chicago, Catalog X, Agricultural apparatus 
W. M. Welsch Scientific Co., Chicago, Agricultural catalog 
Mcintosh Stereopticon Co., Chicago, Lanterns and lantern slides 
Bausch and Lomb, Rochester, N. Y. Lanterns, slides, optical instru- 
ments, microscopes, general apparatus 
Spencer Lens Co., Buffalo, N. Y. Microscopes and general biological 

apparatus 
Stamping and Tool Co., La Crosse, Wis., Badger Stereoptican Outfit 
Chart. Breeds of English Sheep. Wm. Cooper and Nephews, 64 W. 

Illinois Street, Chicago 
Spraying Chart and Insects. Campbell-Udell Chemical Co., Grand 
Rapids, Mich. 



MANUAL TRAINING EQUIPMENT 

It has already been urged that every high school offering the agri- 
cultural course should be equipped with at least two benches and neces- 
sary tools for carrying on manual training work related to the farm. 
Accompanying this there should be wherever possible some forge work. 
Pupils should be held responsible for careful, accurate work, although 
they may be left to do much of the work by themselves. It may not 
always be necessary that a special class should be organized although 
this is very desirable. Furthermore, while some excellent work can 
be accomplished with only two benches and two sets of tools, it is very 
desirable that schools that can afford it should supply a larger num- 
ber, — say from six to twelve benches. The following list of tools is 
suggested as the minimum list for the equipment of two benches. 
Most of the items where 2 units are called for should be increased 
according to the number of benches, if more benches are added. 

Suggested Mininuim List for Woodwork 

(2 benches) 

2 Skeleton benches with rapid acting vise 
2 Jack planes 
2 Sloyd knives, 21/2" blade 
2 Try squares, 6" 

2 Squares, combination 9" blade, hardened without center head. (It 
is worth while to have all the squares of this type) 

1 12" back saw 

2 Screw drivers, 5" blade 
2 Marking gages 

2 1" chisels, bevel edge, cabinet or pocket type 
2 2 ft. two fold rules No. 18 
2 Bench dusters 



AGRICULTURE IN THE HIGH SCHOOL ' 95 

1 Pair 6" wing dividers 

1 Smooth plane 9"x2" cutters 

1 Block plane 

1 India oil stone, fine, 6"xl%"x%", in wooden box 

2 Nail sets 

1 Set twist wood bits 

1 Spokeshave new style, adjustable cutter 

1 Round blade, screw driving bit, 3/16" 

1 12" keyhole saw 

1 Ratchet brace 

1 Round hickory mallet 

1 Pair combination plyers 

2 Crosscut saws, 10 points 
1 Ripsaw, 8 points 

1 Steel carpenter's square (rafter brace board measure) 
1 Each Jennings Auger bits, H" %" V-z" %" 

%" 78" 1" 
1 Auger bit file 
1 y^ pt. oiler 

1 Each, chisels, bevel edge, cabinet type, %", y-2." , %",''^A", 
1/ " 

■78 

2 10 oz. hammers 

y^ doz. Jorgensen hand screws open 8" 

Equii>meiit for Forge Work 

(with approximate cost) 

1 Champion, 30"x30", No. 407 Forge, Catalog A, page 438 $25.00 

This may be purchased of the Western Iron Stores 
Co., Milwaukee, Wisconsin 

A good substitute for the forge above specified 
may be secured of the Sturtevant Company, Oliver 
Machine Company, or the Grand Rapids School 
Equipment Co. 
1 Anvil, not heavier than 100 lbs., and not of the horse shoe- 
ing type 12.00 

1 Blacksmith vice, 4i/i" jaw 6 . 00 

1 Sledge, 3 to 5 lbs 75 to .90 

4 Pair Tongs, (assorted) 2.00 

1 Flatter .50 

1 each, hot and cold cutter 1 . 00 

1 1% lb. hammer .65 

1 2 lb. hammer .70 

1 Hardie .20 

1 top and bottom ^V' fuller 1.00 



Total $49.00 

Some of the forge making tools may be made. See outline of work 
under "Manual Training." 

Further information on tools, machine and equipment may be had by 
applying to the State Department of Public Instruction. 

Equipment for Leather Work 

For leather repairing the following are needed: Sewing horse (may- 
be made), harness makers thread and needles, pricking wheel, edging 
tool, round knife, stitching awl, cobbler's wax. 



96 AGRICULTURE IN THE HIGH SCHOOL 



VII— AGRICULTURE IN THE GRADES 

In order that extra state aid may be obtained for agriculture in 
the grades, it is necessary that instruction be given to the seventh and 
eighth grades by a specially qualified teacher for at least eighty min- 
utes a week. More than the minimum time ought to be given for the 
best results. 

Unless the classes are very large, the two grades may be combined 
for this work. A plan for both grades should be worked out and then 
the work for each grade should be given on alternate years, — i. e. 
seventh grade work would be given to both grades one year and 
eighth grade work the next; thus both classes would be carried through 
the two years' work. 

The general plan should provide first, for practical work in which each 
pupil actually carries out under the direction of the teacher some 
agricultural project adapted to his age and home conditions, and 
second, it must provide for elementary classroom instruction related 
as closely as possible to the project work and to the work going on 
at the homes of the pupils. The practical work is of main impor- 
tance and great care must be exercised that the classroom instruction 
is made simple enough and concrete enough to be within the under- 
standing of the pupils. The character of the work should be deter- 
mined by home conditions. Subject matter should follow the sea- 
sonal arrangement. 

A school exhibt in the fall of products produced by the pupils 
should be an important feature. This may be made a part of the 
high school "Harvest Festival." A financial account should be re- 
quired of each pupil. (See project work for the high school.) 

It is best not to try to cover all the topics of a general course, but 
rather confine the work to a few subjects which are of greatest local 
interest and most closely related to the home experiences of the pupils. 
In general treat the topics of soil and plants In the seventh grade 
plan, and animal study in the eighth. However, the plan should be 
to give a course in general agriculture rather than one specialized 
into different subjects. A good text should be in the hands of the 
pupils for the assignment of lessons as the work demands. The 
greater number of lessons should, however, be in the field or garden 
or working with materials about tables or at the desks inside. See 
list of general texts in this manual. 

In school having the six-year high school plan or the junior high 
school, it is expected that closely correlated courses will be worked 
out for the whole six grades. The plans worked out here will adapt 
themselves readily to this arrangement. 

Detailed outlines of work for the seventh and eighth grades have 
been published by this department in the Common School Manual and 



AGRICULTURE IN THE HIGH SCHOOL 97 

in a special bulletin on "Course of Study in Elementary Agriculture 
for the Wisconsin Rural Schools." These publications will furnish 
abundant suggestions for outlining work for grades connected with 
the high school. Look up especially the outlines in the Common 
School Manual, Sixteenth edition, completely rewritten in 1916, pp. 
185-201. The course of study above referred to will be found valuable 
also especially in working out seasonal details. 

The following general plan is suggested here: 

Details should be worked out to best meet local needs and conditions. 

Seventh Grade 

1. Gardening 

2. Study of corn or potatoes 

3. Weeds for acquaintance and identification 

4. Hotbed work 

5. Practical projects in gardening 

6. Bird study 

Eighth Grade 

1. Weeds, — reviewed and extended 

2. Landscape and floral gardening. 

3. Poultry raising 

4. Dairying 

5. Class projects in gardening, poultry raising or dairying 

6. Individual projects in gardening, poultry raising or dairying 

7. Bird study, continued. 

Many of the suggestions regarding methods of work for the high 
school are applicable here also, but great care should be taken to 
adapt the work to the stage of development of the grade pupils. 



VIII— TREATMENT OF SUBJECTS 

ELEMENTARY SCIENCE ' 

A. General Suggestions. This course has proved a good intro- 
duction to the agriculture course. It should deal mainly with the 
physical side including the simpler topics of physics and chemistry. 
These should be treated largely from the real or phenominal side and 
very little from the theoretical. The treatment should be "so simple 
and popular that it will appeal strongly to the interests and capacities 
of first year high school pupils. The materials used should be first of 
all the common things which constitute the every day surroundings of 
boys and girls. For example, in beginning the study of electricity, the 



98 



AGRICULTURE IN THE HIGH SCHOOL 




ALFALFA DEMONSTRATION ON SCHOOL PLOT AT ROBERTS. 




PURE BRED GOLDEN GLOW CORN RAISED ON SCHOOL PLOT AT 

VIROQUA. 



AGRICULTURE IN THE HIGH SCHOOL d\) 

electric bell, the electric flatlron, electric lights or electric street cars 
should furnish the starting point, rather than the voltaic cell or a 
Holtz machine. Logical treatment of subject matter from the point 
of view of the mature student should be given little consideration at 
first. As the work proceeds there should be some organization, but 
great care should be exercised to see that this organization is in 
units simple enough and concrete enough to be fully grasped by the 
young mind. The starting point of instruction should be the familiar 
experiences and situations of the pupils themselves, not definitions or 
generalized statements. Every effort should be made to lead pupils to 
consider familiar situations which arouse problems and lead them to 
think. Methods for working out these problems by experiment or 
otherwise should be thought out as far as possible by the pupils them- 
selves under the skillful questioning and guidance of the teacher. 

No fixed set of experiments should be required and no laboratory 
directions should be put into the hands of pupils. Experiments should 
follow the lead, at least to a very large extent, of the problems which 
the interests of pupils bring up, and these experiments should be per- 
formed to a large extent as class demonstrations by the teacher as- 
sisted by the pupils. Some of the simpler experiments may be done 
by pupils at home or in the laboratory. No regular laboratory period 
should be required. 

A textbook should be in the hands of pupils, but lessons should be 
assigned in it not at the beginning of a topic, but as a source of in- 
formation for the rounding up of a topic after pupils' experiences and 
classroom demonstrations have been utilized in connection with the 
development of thought. The assignment should often ask pupils to 
look up something at home or in some shop or try out some experiment 
rather than to learn a lesson from the book. Pupils should be trained 
to go to many sources of information in their effort to work out their 
problems. Very little organized information should be given on the 
lecture plan. Neither should the teacher attempt to give information 
in answer to pupils' questions, when the pupil himself could be stimu- 
lated to further profitable study by being shown how to look up the 
question for himself. Frequently a question may raise a fine topic 
for some pupil to look up and report on to the class at some later 
lesson. The teacher should, however, answer questions at times, when 
it is needed to promote discussion or prevent waste of time on the 
part of the pupils. The spirit of the class should be that of teacher 
and pupils working together to solve problems and develop an under- 
standing of common things. In this study the order of topics as well 
as any particular arrangement of subject matter are relatively un- 
important. The pupils' interests and surroundings should rather be 
the guide. There should, however, be carefully planned work at cer- 
tain stages in rounding up definite and accurate knowledge and in 
making wider applications. There is no subject that should arouse 
greater interest and enthusiasm on the part of the pupils. Failure 
to get this is an indication of poor teaching. For further suggestions 



300 AGRICULTURE IN THE HIGH SCHOOL 

on methods of presenting this subject see High School Manual under 
"Science." 

B. General Outline of Topics 

Air, water, fire, rocks, soils. 

Heat, light, sound, electricity, magnetism. 

Heating systems of houses, stoves, furnaces, thermostats. 

Household conveniences: water systems, gas stoves, electric light, 
meters for gas and electricity, telephone, electric flatirons, elec- 
tric bells, plumbing system. 

Electric cars, power plants, dynamos, motors. 

Simple machines; pulleys, teeter boards, wheelbarrows, wagon- 
jacks, derricks, windmills, etc. 

Gasoline engines, tractors, automobiles, milking machines, air ships. 

Common water pump, bicycle pump, gasoline pump, etc. 

Ventilating systems; by windows, by furnaces, by fan. 

Rainbows, shadows, mirrors, lenses, cameras, the microscope, glasses, 
colors. 

Echoes, musical instruments, telephones. 

Clouds, rain, snow, frost, winds, storms, weather, thunder, lightning. 

Simple ideas of matter, energy and force. 

Common elements and compounds. 

Burning, oxidation, fermentation, decay, bleaching, dyeing, etc., 

Acids, bases, salts, neutralization. 

Chemical substances of the home: soda, baking powder, soap, paints, 
washing powders, etc. 

Common metals: properties, uses, solubilities, ores. 

Medicines and disinfectants: alum, blue vitrol, salt petre, epsom salts, 
alcohol, ether, formaldehyde, carbolic acid. 

Poisons: arsenic, Paris green, corrosive sublimate, etc. 

Patent medicines: composition, effect on the body, sale and abuse. 

Common manufacturing processes: soap, glass, pottery, explosives, 
bread making, etc. Visit any local plants. 

Foods and beverages: composition, value, effect on the body. 

Alcohol and its effects on the human system. 

Biographies and achievements of great scientists and inventors. 
Secure pictures if possible. Have pupils present special topics. 

C. Special Suggestions on Treatment of Topics. A few illus- 
trations are here given to show how the problem method may be used 
and how the common and familiar experiences of pupils may be made 
the starting point in developing any topic. Technical terms, defini- 
tions and theories come in connection with the final organization of 
pupils' knowledge, rather than as a part of the first development. 
Ideas are developed first and then the appropriate term may be pre- 
sented as a label for the idea. Abundant drill should be given to fix 
the association between new terms and ideas to which they belong. 



AGRICULTURE IN THE HIGH SCHOOL 101 



Levers 

Begin by asking pupils how a teeter board is operated. Develop 
ideas before giving any new terms or asking for any definitions. 

Help pupils to get a clear idea of the rigid board, the fixed axis and 
the weight at each end. 

By questioning develop the idea that the child who is down has to 
be lifted and therefore becomes the weight, while the child who is up 
tends to fall by gravity and thus becomes the power. 

Now ask for names to apply to the ideas developed and label each 
idea with its appropriate name including, — lever, fulcrum, point of 
attachment of power, point of attachment of weight, weight arm, power 
arm. 

Construct a drawing on the board, label each part and then give a 
lively drill to associate each idea with its proper name. Erase the 
names and continue the drill by pointing to different parts and asking 
for names until all are well fixed in mind. Review this drill briefly 
on a number of successive days. 

Next get pupils to consider how the position of the fulcrum ought 
to be changed when children of different weights are using the board, 
(1) effect of moving the board so as to change the fulcrum, (2) effect 
of changing the point where the heavier child sits. 

Have suitable apparatus at hand for demonstrating and testing ex- 
perimentally whether pupils' answers are right. Use weights and 
spring balances. 

Develop many simple problems, e. g. (1) If the persons at the ends 
are of equal weight where ought the fulcrum to be? (2) If one child 
weighs twice as much as the other how should the weight arm and 
power arm be arranged? Keep these problems simple enough so that 
pupils can think the actual conditions clearly. Do not use any formula 
until the thinking involved has been thoroughly mastered. 

Drill on a large number of simple oral problems such as this: If 
the weight arm is 3 times the power arm, what power will be neces- 
sary to just balance a weight of 1 pound? Vary this in many ways. 

Finally develop the formula for the lever: Pp =: Ww where 
P := power, W = weight, p = power arm and w =: weight arm. 

Develop other levers in a similar way such as wheel barrow, crow- 
bar, shears, steelyard, nut cracker, derrick, forearm, etc. 

Finally the three classes of levers may be developed by considering 
the variations in the arrangement of power, weight and fulcrum. 

Observe that this should come as a part of the final organization of 
the pupils' knowledge rather than as a topic to be taken up first. 
Notice also that a problem method has been followed throughout this 
development, calling for good thinking at every step rather than for 
memory work. Furthermore, the development begins with the pupils' 
familiar experiences rather than with what is new and unknown. 



102 AGRICULTURE IN THE HIGH SCHOOL 



Light 

1. Common ideas of light. Begin by considering the common ideas 
of day and night, showing that our idea of dark is simply absence of 
light. 

Impression of looking into a deep hole, how we distinguish objects 
from each other, light and dark sides of buildings, etc. 

How we get light: sun by day, candles, electric lights, gas light, 
moon and stars, fire works, bon fires, red hot iron, etc. 

What light does for us: enables us to see, gives us beautiful colors, 
enables us to make photographs, kills disease germs. 

2. How material objects affect light: glass, coal, stone, wood, glue, 
paraffin. Why we have windows in houses, isinglass in stoves, etc. 
Develop the ideas of transparent, opaque, and semi-transparent or 
translucent and then apply these names. Drill in associating names 
and ideas. Develop the notion that objects that do not let light go 
through must either take up the light (absorb) or turn it back (re- 
flect). After developing the ideas apply the terms and drill on their 
use. Develop the meaning of the word "reflect" in relation to the idea. 

3. Mirrors. Develop the common use of the plane mirror. Have 
one ready to use for demonstration. Where does a person stand in 
relation to a mirroi- to see himself? Demonstrate where the image 
is shown when the person stands at one side. Compare with the 
action of a ball bounded against a plane surface. 

Demonstrate in many positions. Show on the floor of the room the 
line of the incident light, the line of the reflected light and the line of 
a perpendicular to the mirror. Then compare the two angles and 
apply the correct name to each. 

Now illustrate the same by drawing at the board. Drill on the use 
of the terms incident rays, reflected rays, perpendicular to the reflect- 
ing surface, angle of incidence, angle of reflection. 
■ Where does the image seem to be? Develop the idea that light moves 
in straight lines in the air or any other medium of uniform density. 
Show by drawings how the image seems to be back of the mirror. 

If concave and convex mirrors are available try the effect of each 
on the appearance of an image and raise the question why the image 
is distorted. Avoid too great difflculties in this. Let pupils think it 
out or leave it as an interesting problem for later study. 

Lead the class to discover the reversal of right and left sides in 
the image seen in a mirror. See if the pupils can develop an 
explanation. 

4. Approach the subject of refraction through the experiment of a 
stick placed obliquely in a flat dish of water. Develop the idea of 
media of different densities. Show the possible error of locating a 
penny in the bottom of a dish or pond of water. Develop the law to 
show how rays are bent in passing from a medium of one density to 
another of different density. 

5. Demonstrate how colors are produced by passing light through 



AGRICULTURE IN THE HIGH SCHOOL IQ:", 

a triangular prism. Pupils will have to be told or will have to learn 
from a book that white light is composite and composed of different 
colors. See if pupils can't then develop a theory of how the colors 
are formed. 

6. Colors of objects. Review the ideas of transmission, absorption 
and reflection of light. Demonstrate colors by the use of both trans- 
parent and opaque colored objects and lead pupils to work out an 
explanation of how objects may appear white, black, or with any of 
the colors. Lead pupils to give simple explanations of rainbows, 
colors in soap bubbles, etc. 

7. Round up the whole subject, drill on the use of new terms and 
see that pupils can explain what they have learned in clear and accu- 
rate language. 

8. A study of the camera and how pictures are taken may be made 
especially interesting. Follow the problem method starting with situa- 
tions and observations rather than with definitions or theories. 

9. Take up intensity of illumination and measurement of light only 
after considerable work has been done with the commoner phenomena 
of light. 

10. Lenses, may be studied in a similar way. Their action should 
be woi'ked out in connection with the human eye, the microscope and 
the use of glasses to correct imperfect vision. Demonstrate how 
images become inverted in using, lenses and how lenses -have to be 
focused. Do not spend time to work out and explain complex draw- 
ings here. Leave something for later work in Physics. Get pupils 
to observe and understand as well as they can the actual phenomena 
rather than complicated figures. 



FARM PLANT LIFE 

A. tieiieral Suggestioiis. The first semester of work presents 
wonderful opportunities for practical work. The seasonal element 
must be considered and no portion of the work presents greater 
opportunities to interest the young people and to reach the parent. 
The early part of the semester will probably be given to field and 
garden seed identification, germination, plant propogation, projects, 
etc. The hotbed and cold frame should be made in the fall if 
possible but may be constructed' in the spring. Plans must be 
made for the school and home gardens and the teacher and pupils 
naust produce as good a product as produced at home and at an ear- 
lier date. Early vegetables are welcome in every home and therefore 
the hotbed and cold frame should have a place in connection with 
every garden. It is your woi'k to demonstrate its practibility. In 
every community there are orchards that may be pruned, sprayed, 
etc. This large amount of practical work will require careful plan- 
ning on the part of the teacher in the arrangement of subject mat- 
ter as well as the time in school hours to do the work. 



104 AGRICULTURE IN THE HIGH SCHOOL 

The home projects will require considerable time and should be 
arranged early in the semester. The discussion of plans for indi- 
vidual projects, together with methods of operation are legitimate 
and necessary types of recitation. Every topic suggested presents 
some form of a home project. The greatest mistake we may make 
is in not planning the work early in the season. This is in reality 
the planning of the summer school work. In doing so the fall 
festival or fair must be remembered. An abundance of illustrative 
material is available for the work in farm crops. 

In the fall the study of weeds will probably be given first place 
but the selection and curing of seed corn, grain, potatoes, etc., must 
be taken seasonally. The selection, packing and marketing of 
fruits, together with the fall care of trees and shrubbery will also 
be necessary before frost. The study of the points of the score 
card and judging may be left until winter. Collections and ex- 
hibits of grains, grasses, corn, potatoes; diseases of trees, fruits, 
vegetables, grains; weed mounts, weed seeds, etc., must be made for 
winter and spring work. Every school should be provided with bot- 
tles, shelves, etc. for this material and each instructor should make 
the collection of such a supply of laboratory material. 

Study the present and future needs of your community and de- 
termine the relative amount of time that should be given to each 
topic. Potatoes and corn may both be of interest but the former 
of great importance in some localities. In another section, corn 
and the small grains will be emphasized and potatoes be incidental. 
The following outline is suggestive of the work that should be 
done in Farm Plant Life. 

B. General Outline of Farm Plant Life 

1. Second Semester — First Year 

Propogation of plants by seeds, division, cuttings. 

Study of seed catalogs and ordering seed. 

Grafting, budding, grafting materials. 

Pruning and spraying of trees, shrubbery, vines, etc. 

Collection, identification and methods of planting farm 
and garden seeds. 

Treatment of seed for planting. 

Germination tests of garden and field seeds. 

Planning orchard and planting of small fruits, shrub- 
bery, trees. 

Hotbed and cold-frame construction and operation. 

Use of flats, compost, transplanting, proper soil tillage, 
etc. 

Study of common diseases of plants and treatments. 

Collection, life history and control of insects. 

Beekeeping. 

School and home gardens. 

Acquaintance with seedlings, — farm and garden plants, 
weeds. 

Orchard care and management — rejuvenating the old or- 
chard. 



agrictjlture in the high school 105 



Nursery stock selection and care. 

Greenhouse work. 

Plant forcing, double cropping, etc. 

New garden and field crops for the community. 

Decorative planting of trees, shrubbery and flowers on 
school grounds and at home. 

Assignment and study of projects for home work. 
First Semestei- — Second Year 

Weeds:— identification of plant and seeds, eradication, 
mounts, weed laws. Practical use of keys for identifi- 
cation. Learn to know 100 weeds. Mount plants and 
seeds. 

Seed inspection, — laws, methods. 

Selection, curing and storage of seed corn, potatoes and 
small grains. 

Fall and winter care of fruits, flowers and vegetables. 

Crops: — seed, methods of planting, care, harvesting, selec- 
tion of seed, etc., of the following crops — corn, potatoes, 
wheat, oats, barley, rye, etc. Collect specimens of 
plants and seeds. 

Plant breeding. 

Score card study and judging of potatoes, corn, grains, 
fruits and vegetables. 

Special crops: — beets, tobacco, hemp, buckwheat, etc. 

Meadows: — grasses, seeding, care, etc. 

Pastures and pasture grasses. 

Marketing of farm crops. 

Legumes: — clovers, alfalfa, soy beans, cowpeas, vetches, 
fleld peas,- etc. 

Fall festival or fair. 

Completion of home projects. 



C. Typical Outlines of Farm Plant Topics 

FRUIT 

The following outline is suggestive of the work that may be 
done with fruit in high school classes. Similar outlines should be 
made by the teacher on gardening, seed work, etc. This survey 
of the field with type laboratory and demonstration exercises Is 
made with the apple orchard particularly in mind. Local condi- 
tions must be considered in using the outline. 

1. Survey: A survey of the tree and bush fruits of the com- 
munity should be the first work. This should consider the varie- 
ties grown, fall and winter care, diseases, new fruits and oppor- 
tunities for a greater development in this line. If a commercial 
orchard is within driving distance a visit should be made as early 
as possible. 

2. Demonstration Work By The Teacher 

a. Construction and use of pruning tools. 

b. Pruning trees, bush fruits, grapes, etc. 

c. Caring for wounds. 

d. Construction and manipulation of spraying machine. 

e. Grafting and budding. 



306 AGRICULTURE IN THE HIGH SCHOOL 

3. Ijaboratoi-y aiul Field AVork 

a. Choosing the Orchard Site: Make a trip to the country 
and select desirable and undesirable sites. Visit farm orchards and 
discuss advantages of sites. 

b. Selection of Varieties: Get as many samples of fruit 
from the community as possible. Have pupils identify the varieties 
of apples, etc. Secure the recommended fruit list of the Wisconsin 
State Horticultural Society. Secure fruit samples or colored pictures 
from catalogs of these varieties so pupils may become familiar with 
characteristics. Send for catalogs. 

c. Selecting Stock: Study catalogs. Visit a nursery if pos- 
sible. 

d. Planting the Orchard: Obtain permission from some one 
about to plant some trees, so class may assist under direction of teacher 
and owner. Demonstrate pruning necessary at planting. Run check 
if possible. In school yard demonstrate the advantages of the differ- 
ent types of planting using stakes for trees. 

e. Orchard Soil Management: Visit local orchards noting 
conditions and effects of soil management. Secure a small orchard 
and mulch a part as a demonstration, etc. 

f. Pruning: Secure orchards near the school and do prun- 
ing and spraying under the direction of the agricultural teacher. 
Start demonstration on school ground showing possibilities of head- 
ing trees. 

g. Spraying: Spray fruit trees. Let each student have a 
turn at the actual work. Continue the work suggested in e and f on 
demonstration orchard. If possible study disease conditions in sprayed 
vs. unsprayed orchard. Make sample lots of spray materials. 

h. Marketing: If in a commercial fruit section, empha- 
size this and study methods used in large fruit districts. If a com- 
mercial orchard is not available, make* tables and arrange to do selec- 
tion and packing for some patron. 

i. Propagation: If no school plot is available, arrange to 
assist in starting grafting and budding, and other types with gera- 
niums, etc. Have pupils construct graft models. See scientific cata- 
logs for suggestions. 

j. Rejuvenation of the Old Orchard: Visit old orchard. 
Suggest changes and secure portion for class work. 

k. Small Fruits: (See propagation) Start, strawberry- bed 
for someone. Let each pupil handle some of the plants. Insist on 
adherence to careful work. Follow suggestion for practical work of 
b to j as applied to small fruits. Select complete and incomplete 
strawberry plants. 

1. Identification of con^mon pests as Coddling Moth, San Jose 
Scale, Aphis, Borers, Apple Scab, Fire Blight, etc. Teacher should 
have specimens ready for examination in laboratory. 

4. Organization of Subject Matter 

a. Choosing the Orchard Site. S. p. 8-2i; G. p. 7-29; B. 
p. 38-63; Wis. Bui. No. 201, p. 6-15 
(1) Exposure. S. p. 12 

(a) North or North West slope 
(2 Elevation 

(a) Above surroundings 

(b) Air drainage 

(3) Soil G. p. 7-10; S. p. 9-11; B. p. 13-20 

(a) Character of surface soil 

(b) Depth of surface soil 

(c) Character of subsoil 



AGRICULTURE IN THE HIGH SCHOOL 107 

(d) Fertility 

(e) Possibility of drainage 

(f) Adaptability to fruit to be grown 

(4) Convenience (if home orchard) 

(5) Wind breaks 

(6) See suggested laboratory work 

b. Selection of Varieties. S. p. 24-43; W. p. 96-108. Wis. 

Bui. No. 201, p. 33-34 

(1) Depends on: 

(a) Use of fruits 

(b) Special adaptability 

(c) Resistance to disease 

(d) Cross fertilization 

(e) Personal preference 

(f) Popularity 

(2) For Home Orchard 

(a) Large variety 

(3) For Commercial Orchards 

(a) Few varieties 

(b) Well known varieties 

(c) Those which are in demand 

(d) Those which are showy 

(e) Hardy and will stand shipping 

c. Selecting the Stock. S. chap. 3; Wis. Bui. No. 201, pp. 

16-25 

(1) Consider age, trueness to type, freedom from de- 

fects. W. pp. 22-26 

(2) Suggestions for the buyer 

(a) Buy direct from nursery if possible 

(b) Beware of agents 

(c) Know fruit 

(d) Order early 

(e) Refuse culls 

(f) Stick for good stock 

(g) Refuse substitutions 
(h) Price 

(i) Age of trees 

(3) Care of trees upon arrival 

(a) When delivery should be made 

(b) Heeling in 

d. Planting the Orchard. S. chap. 4; Wis. Bui. No. 201, 

pp. 25-33 

(1) Planting plans S. pp. 46-47 

(a) Square 

(b) Quincunx 

(c) Alternate 

(d) Hexagonal 

(2) Distance between trees. S. pp. 58-59; W. pp. 

27-34 

(a) Kind of fruit 

(b) liocation 

(c) Soil 

(d) Methods of pruning 

(3) Laying out the Orchard. S. pp. 47-49 

(a) Furrows 

(b) Wires 

(c) Lining in 



108 AGRICULTURE IN THE HIGH SCHOOL 

(4) Setting the trees. S. pp. 51-63; W. pp. 34-36 

(a) Planting boards 

(b) Size of hole 

(c) Root pruning 

(d) Root distribution 

(e) Filling the hole 

(f) Avoid fertilizing young trees 

(g) Do not water unless very dry 
(h) Top pruning 

(1) Protection from sun and rodents. G. pp. 
31-35 

(5) Time of planting. S. pp. 53-54; W. pp. 36-37 

(6) Fillers for young orchard 

(a) Small fruits 

(b) Vegetables 
e. Orchard Soil Management 

(1) Orchard Cropping. S. pp. 67-76; B. 102-106 

(a) Objects 

(b) Crops that may be grown 

(c) Must not reduce fertility 

(d) Danger of injuring trees 

(2) Mulching System. S. pp. 78-80; W. pp. 39-43; 

B. pp. 80-90 

(a) Sod mulch, — advantages, disadvantages 

(b) Half sod mulch. For extremely sloping 

region 

(c) Definite mulch, — advantages 

(3) Tilalge System. S. pp. 81-93; B. pp. 64-80; 

91-102 

(a) Prevalent method 

(b) Details 

Shallow plowing, harrowing, tilling to 
preserve dust mulch, killing weeds, etc. 

(c) Advantages 

Aerates the soil, helps make available 
plant food, conserves the moisture 

(4) Cover Crops. S. pp. 107-118; B. pp. 109-128; W. 

p. 43 

(a) Requisites of a good cover crop 

Should make easy catch, should be a 
rapid grower, should be persistent 

(b) Classes of cover crops 

Food supplying hardy, food supplying 
tender, nonfood supplying hardy, non- 
food supplying tender, and tender top 
and hardy roots 

(c) Manipulation of cover crop, time and 

method of sowing, plowing, etc. 

(5) Fertilization. S. pp. 100-106; W. pp. 48-57: B. 

p. 128 

(a) Trees exhaust the soil 

(b) Best orchardists fertilize 

(c) Farm manure valuable 

(d) Influence of nitrogen, potash, phosphoric 

acid, and calcium 

(e) Artificial fertilization, — forms to use and 

application 



AGRICULTURE IN THE HIGH SCHOOL 109 

f. Pruning. S. pp. 119-141 

(1) Tools. S. pp. 129-134; W. pp. 72-75 

(a) Pruning saw 

(b) Pruning shears 

(c) Pruning knife 

(2) Reasons for pruning. S. pp. 119-128; W. pp. 

58-60 

(a) Growth 

(b) Yield 

(c) Sunlight 

(d) Protection 

(e) Harvesting 

(f) Rejuvenation of old stock 

(g) Control disease 

(3) General rules of pruning. W. pp. 60-62 

(a) The best pruning varies with conditions 

(4) When to prune. S. pp. 137-139; W. pp. 62-70 

(a) Dormant pruning 

(b) Summer pruning 

(c) Pruning roots and tops at planting time 

(d) Forming the head 

(e) Cutting out large branches 

(5) How to prune. S. pp. 135-136; W. pp. 70-72 

(a) Pruning the year old tree 

(b) Pruning the two year old tree 

(c) Pruning the three year old tree 

(d) Pruning the older trees 

(6) Wounds made by pruning. S. pp. 139-141 

(a) Proper cuts in removing branches and in 

heading back 

(b) Protecting wounds 

g. Spraying, — reasons for. W. pp. 76-77 

(1) Controls insects. S. pp. 142-161; G. pp. 45-73; 

W. p. 79 

(a) Chewing or biting insects, — internal feed- 

ers and external feeders 

(b) Sucking insects 

(c) Stages, — egg, larva, pupa, adult 

(d) Kinds of insects and injury, — San Jose 

Scale, Codling Moth, Aphis, Borers 

(e) Losses 

(2) Controls diseases. S. pp. 163-174; G. pp. 75-91 

(a) Fungus, — scab, rust. 

(b) Bacterial, — fire blight. 

(3) Essentials for successful spraying. S. pp. 

204-205 

(a) Know the pest for which spray is applied 

(b) Know what to apply for the particular pest 

(c) Apply spray at the proper time 

(d) Apply spray thoroughly 

(e) Let the wind help 

(4) Kinds of spraying apparatus. S. pp. 175-188; 

G. pp. 94-100; W. pp. 87-92 

(a) Pumps, — bucket hand pump, knapsack 

sprayer, barrel pump, double action 
hand pump, power sprayer, companies 
handling spraying pumps and advan- 
tages and disadvantages of different 
kinds of pumps 

(b) Nozzle 

(c) Hose 



110 AGRICULTURE IN THE HIGH SCHOOL 

(5) Spraying materials. S. pp. 189-200 

(a) Commercial mixture vs. home made mix- 

tures 

(b) Kinds, — insecticides and fungicides. G. 

pp. 281-285 
i (c) Dry vs. liquid sprays; W. pp. 80-86 

Insecticides as lime sulphur, kerosene 
emulsion, miscible oils, soap suds, to- 
bacco extracts, Paris Green and arse- 
nate of lead 

Fungicides as bordeaux mixture, copper 
sulphate, and lime sulphur. W. pp. 
77-79 

(6) Method of spraying 

(a) Time, — kind of fruit, kind of insects, 

period of blossoming, and climatic con- 
ditions. W. p. 93-95 

(b) Mixture, — kind of fruit and kind of injury 

(7) Dangers in spraying. S. pp. 201-210 

(8) Spray Calendars. (Green-Literature) la. Bui. 

No. 127 

(9) Home Orchard outfit 

1 good barrel pump 

1 double Vermovel nozzle 

1 Friend nozzle 
25 ft. Mi" hose 
i/l> doz. extra hose clamps 

1 Bordeaux mixture nozzle 

5 50-gal. barrels 

4 pails 
h. Marketing. (Practical work to be arranged for fall 
work) 

(1) Harvesting, — equipment, when to pick, method 

of picking and labor. S. pp. 229-244; 
G. pp. 102-104 

(2) Grading. S. pp. 258-260 

(a) Reasons for grading 

(b) Grades and qualities, — extra fancy, fancy, 

grade C and culls 

(c) Expense 

(3) Packing. S. pp. 260-275 

* (a) Value of good packing 

(b) Kinds of packages, — barrels, boxes, bas- 

kets, and cartons 

(c) Methods of packing 

(d) Pressing 

(4) Storing. S. pp. 245-257; G. pp. 114-118 

(a) Advantages 

(b) Storage houses, — home and commercial 

(c) Reasons for storing, — lengthen keeping 

period and prevents decomposition 

(d) Keeping qualities of fruit 

Handling 

Degree of maturity 

Delay in getting into storage 

High temperature before storing 

Fungous and other diseases 

Conditions under which fruit is grown 

Type of package used 

Wrapping 



AGRICULTURE IN THE HIGH SCHOOL IJl 

(5) Selling. S. pp. 277-286; G. pp. 105-107 

(a) Direct to retail trade 

(b) Wholesale trade 

(c) Selling fruit on the trees 

(d) Selling through commission men 

(e) Cooperative marketing 

(f) Factor of transportation 

i. Rejuvinating the old orchard. S. pp. 212-228; W. pp. 
109-118 

(1) Possible causes for nonbearing 

(a) Old age 

(b) Parasites 

(c) Lack of care 

(d) Depletion of soil fertility 

(2) Steps in rejuvenation 

(a) Removing old bark 

(b) Cutting out diseased portions 

(c) Thorough pruning 

(d) Install and practice thorough system of 

spraying 

(e) Begin orchard tillage 

(f) Use cover crops 

(g) Enrich the soil 

j. Small Fruits. Md. Bui. No. 182; Mich. Bui. No. 59 

(1) The Strawberry. G. pp. 221-232; Wis. Bui. No. 

248; Pur. Bui. 164 

(a) Choosing adapted varieties 

(b) Consider sexuality, providing for cross 

fertilization 

(c) Selecting the site, — desirable soil and 

preparation of the soil 

(d) Selecting strong plants, — pruning roots 

and tops and spring planting best 

(e) Setting the plants 

(f) Systems of planting, — hill, single hedge, 

Kellogg double hedge, Cook double 
hedge, — narrow and wide, matted row, — 
narrow and wide 

(g) Care after planting 
(h) Mulching 

(i) Strawberry pests 

(j) Methods and rules for picking 

(k) Taking care of the crop 

(1) Marketing 

(2) Grapes. G. pp. 194-220; F. Bui. No. 471 

(a) Adapted varieties 

(b) Propagation — seedlings, cuttings, layers, 

grafting 
fc) Choosing site 

(d) Care and training of young vines 

First pruning after planting, — summer 
pruning and winter pruning 

Pruning bearing vines, — principles in- 
volved and objects of pruning 

Training the vines, — the trellis system, 
Munson system, Kniffen system 

Teach one good system 

(e) Picking and marketing 

(f) Grape diseases and insects 



X12 • AGRICULTURE IN THE HIGH SCHOOL 

(3) Currants. G. pp. 232-237 

(a) Adaptable varieties 

(b) Soils and planting 

(c) Cuttings and layers 

(d) Pruning 

(e) Protection 

(f) Mulching 

(g) Picking and marketing 

(4) Raspberries. G. pp. 239-248 

(a) Classes and varieties 

(b) Propagation, — root cutting and layers 

(c) Location 

(d) Soil 

(e) Planting — time and depth 

(f) Pruning and thinning 

(g) Winter protection 

(h) Lifting canes in spring 
(i) Harvesting 
(j) Marketing 
(k) Diseases 

(5) Peaches. G. pp. 183-190 

(6) Pears. G. pp. 171-175 

(7) Gooseberries. G. pp. 237-239 

(8) Plums. G. pp. 178-183 

k. P»'opagation 

(1) Definition 

(2) Reasons for 

(3) Methods of 

(a) By seed. G. p. 131 

Seed used for growing stocks to work on 

(b) By offsets. G. p. 132 

Sprouts coming up from roots as in 
strawberry, raspberry, etc. 

Removed in autumn or spring with two 
or three inches of the root 

(c) By layers. G. p. 133 

Laying down any portion of plant and 
covering, — Spring and Summer 

Mound layering, — Gooseberry and cur- 
rant 

(d) By cuttings. G. pp. 133-135 

Size 

Conditions necessary 

Planting 

Solar Pit 

(e) Grafting. G. pp. 136-157; W. pp. 1-22 

Budding. Grafting while tree is grow- 
ing. W. 8-12 
Time 

Method and condition for success 
Stock and scion healthy 
Buds should be well developed in 
axils 
Necessary implements 
Process 
Inserting 
June budding 



AGRICULTURE IN THE HIGH SCHOOL 113 

Grafting. W. pp. 12-22. Performed in 

spring when vegetation is dormant. 

Wax 

Factors in success 

Cleft 

Whip 

Root 

Side 
Top working, — grafting or budding of tree 

after considerable size. 

References for Outline 

Title of Book Symbol Author Publishers 

Productive Orcharding S Fred Sears Lippincott. 

Popular Fruit Growing G Samuel B. Green Webb Publishing Co. 

Principles of Fruit L. H. Bailey Macmillan Publishing 

Growing B 1915 Ed. Co. 

American Apple 

Orchard W F. A. Waugh Orange Judd. 

Wisconsin Experiment Station Bulletins 

Wis. Bui. No. 201 Planting the Commercial Orchard 

Wis. Bui. No. 207 Management of Bearing Orchard 

Wis. Bui. No. 248 Strawberry Culture in Wisconsin 

Circular No. 55 Apple Rust Can Be Controlled 

5. Special Reijorts By Pupils 

a. Jack Frost and The Orchard. 

b. Fighting off a "freeze" in a big orchard 

c. Orchard maps 

d. Orchard irrigation 

e. Nursery inspection law 

f. United States Regulations 

g. Reports on fruits not included in general outline 
h. What trees shall I plant in my home orchard 

i. Wisconsin fruit districts — Door county, Kickapoo Valley, 
etc. 

C. Home Projects 

a. Tilling orchard through summer and starting cover crop 

b. Planting and care of a plot of fruit such as: 

One dozen apple trees Strawberry bed 

One dozen cherry trees Currant and gooseberries 

One dozen grape vines General fruit orchard 

c. Spraying and pruning of home orchard for a season 

d. Rejuvenating old fruit trees 

e. Laying out and setting part of orchard 

References for Farm Plant Life 

Textbooks for this semester's work are liable to be inadequate 
because of the large variety of subjects treated, namely crops, 
gardening, and fruits. We have no single text treating all of the 
subjects. Reference reading in books and bulletins must be pro- 
vided. 



114 AGRICULTURE IN THE HIGH SCHOOL 

Agricultural bulletins of your Experiment Station are probably 
the best reference material you can secure. William P. Stark 
Nursery Company of Stark City, Missouri has an excellent booklet 
entitled "Inside Facts of Profitable Fruit Growing' which they will 
furnish you with their catalog. This booklet will be valuable as a 
reference. Other commercial njurseries are usually willing and 
anxiou.s to assist the agricultural teacher through literature, sug- 
gestion, material and in allowing classes to visit their plant. See 
Literature for reference and text material. 



POTATOES 

It should be remembered in presenting a course in potato culture 
that local conditions of soil, climate, etc., may so influence the 
methods of culture as to make much textbook material on date 
of planting, time of plowing and other practices of little value. The 
teacher must make the necessary adjustments to suit the conditions 
of the community in which it is given. 

1. Demonstrational and Laboratoi-y Exercises 

a. Select show samples of at least one-half dozen Wisconsin 
varieties. Point out characteristics of each type. 

b. Give a mixture of several varieties of potatoes. Have 
pupils select the different varieties. 

c. Dig a potato plant with tubers attached. Point out char- 
acteristics of growth and development of tubers. 

d. Grow a few potatoes in very rich soil. Have pupils note 
results. 

e. To show effectiveness of corky tissue in preventing 
evaporation. Weigh two potatoes — one peeled — put aside for several 
days. Again weigh and note results. Appearance of decay may also 
be noted. What is use of this tissue to tuber? Name other products 
thus protected. 

f. A miscellaneous mixture of potatoes. Have pupils select 
three grades: — Fancy, 1st grade, culls. 

g. Field work in reference to plant diseases. 

h. Spraying demonstration in field. Mix spray materials 
and apply. Peel different varieties and determine in which there is 
least waste. Discuss economic importance of this. 

i. Visit a potato storage plant. Note methods* of storage 
and handling. 

j. Cooking tests — baking tests. Select one-half dozen varie- 
ties and cook for certain period. Note condition. Which cooks 
quickest? Character of meal. Flavor? 

k. Experiment to determine relative merits of boiling and 
steaming. 

1. Mount potato tissue and have pupils note the starch 
grains. Make chemical tests for starch, sugar, fat protein, etc., in 
the potato. 

m. Dig 100 hills of potatoes in field where all the hills had 
as nearly uniform conditions as possible. Note the weight, uniformity, 
character and proportion of marketable tubers in each hill. Study 
the selection of seed. What would be the yield and value of an acre 



AGRICULTURE IN THE HIGH SCHOOL II5 

of potatoes planted in the usual manner if all hills were like the 
best? If all were like poorest? 

n. Go into a field of growing potatoes, put stakes beside hills 
on which foliage has been destroyed by bugs or blight and by hills 
with foliage uninjured. At digging time note yields from the marked 
hills. Results will emphasize the importance of spraying. 

0. Secure samples of potatoes (tubers) affected with brown 
rot, dry rot and scab. Learn to identify. 

p. Cut seed potatoes for planting. Treat for potato diseases. 

q. School project with "hill to row" tesl. 

r. Potato field trip to study insect pests. 

s. Field trip to machine salesroom to study potato machinery. 

t. Home project work with potatoes. 

u. Scoring and judging of potatoes of various varieties. 

2. Organizatioii of Subject flatter 

a. Local importance of the potato crop 

(1) Yields, type, uses, diseases, etc. of the community 

(2) The potato as a cash crop 

(3) Experiences as to production, desirable rotation etc. 

b. Potato varieties. F. chap. 7 

(1) Choosing variety 

(a) Quality and flavor. F. 72-74 

(b) Yield. F. 74-76 

(c) Disease resistance. F. 76 

(d) Color. F. 76 

(e) Nature of skin. F. 78 

(f) Shape. F. 78 

(g) Depth and number of eyes. F. 79 
(h) Time of maturity. F. 79-80 

(i) Tendency to make second growth. F. 85 
(j) Vigor of variety. F. 82-84 
(k) Cooking qualities and flavor 

(2) Most Popular varieties. F. 87-90 

(3) Varieties for Wisconsin and characteristics 
See Wisconsin posters; also Wis. Bui. 225 

(a) Early Rose 

(b) Early Ohio 

(c) Early Triumph 

(d) Rural New Yorker (late) 

(e) Carman No. 2 (late) 

(f) Green Mountain (late) 

(g) Sir Walter Raleigh (late) 

(4) Groupings according to shape. Wis. Bui. 225, p. 7 

(a) Round white 

(b) Long white 

(c) Rose group 

(5) Studying potato score card of each variety. G. 

311-319 

(6) Judging of potato classes in each variety. Wis. 

Bui. 225, p. 20-22 

(7) Improvement recommended in Wisconsin Bui. 

225, p. 17-20 

(a) Field selection 

(b) Improved storage 

(c) Community growing 



IIG AGRICULTURE IN THE HIGH SCHOOL 

(8) Harvesting. F. Chap. 12; G. 111--119 

(a) Methods of digging 

(b) Harvesting machinery. F. 144-146; G. 

119-127 

(c) Handling after digging — Hauling direct to 

market, G. 115; Piling in field, G. 147; 
Storing in cellar, G. 149 

(d) Storage of potatoes. G. 149; G. 147-152; 

G. 127-141. Sorting and cellar,— Con- 
struction, ventilation and temperature, 
care of seed stock, loss in storage 

(e) Yields and profits. G. 141-153 

c. The Selection of Potatoes 

(1) Judging potatoes 

(a) Dealer's scale. G. 315 

(b) Purchaser's scale. G. 315 

(c) Consumer's scale. G. 315 

(2) Market grades. G. 316-318 

(3) Exhibiting potatoes. G. 311-314 

d. The Potato Plant 

(1) Structure of plant. G. 529-532; 521-522; F. 

chap. 1 

(2) Structure of tuber. G. 522-525 

(a) Nature of tuber 

(b) Importance of eyes 

(3) Conditions influencing growth 

(a) Light. F. 8 

(b) Moisture. F. 8-9 

(c) Temperature. F. 9-10 

(d) Depth of planting. F. 13-15 

(e) Soil and cultivation 

(4) Blossoming and fruit — Nature and occurrence. 

F. 16; G. 37-76 

(5) Tuber formation, a perennial. F. 15 

(6) Physical factors influencing the potato 

(a) Soil. F. 17-25; G. 21-27; Wis. Bui. 225, 

p. 13-16; W. W. 426-428 
Type of soils desirable and reason 
Adaptability of soil to variety 
Importance of mechanical condition 
Importance of drainage 
Adaptability of Wisconsin soils for 

potatoes 

(b) Drainage. G. 28-36 

(c) Fertility. F. 30- 50 

(d) Rotation. G. 88-89; F. 26-29 

(e) Physical condition. G. 26-27 

(f) Best soils and why. F. 17-18 

(g) Fertilizers. F. 30-50 

Object 

Forms of commercial fertilizers, needs, 
influences and application 
(h) Barnyard manure. F. 44-46 
(i) Climatic range. G. 17-20 
(j) Water requirements. F. 49 
(k) Irrigation. G. 100-110 
e. Potato Marketing. F. chap. 14; G.154-166 

(1) Problems of transportation. F. 153-156 

(2) Hauling to market. F. 158-159 



AGRICULTURE IN THE HIGH SCHOOL 



117 



(3) The middleman 

(4) Factors influencing price. F. 157-158 

(5) Importance of grading. F. 162 

(6) Packages. F. 162-164 

(7) Direct marketing. F. 160 

(8) Purchaser's scale, — smoothness, paring, color of 

flesh, condition of interior 

(9) Consumer's scale, — quickness and evenness of 

cooking, flavor, whiteness, mealiness. 
f. Diseases, Insect enemies and control. F. Bui. 544; W. 
59-62; "Wis. Cir. 52. See Wis. Poster on diseases of 
potatoes 

(1) Fungous diseases 

(a) Early blight. G. 174-176; F. 112-117 

(b) Late blight. G. 177-186; F. 118; B. P. I. 

Bui. 245 

(c) Common scab. G. 186-190; F. 119-120 

(d) Black leg 

(e) Silver scurf 

(f) Dry-rot. G. 193-195; F. 122; B. P. I Bui. 

55 

(2) Physiological troubles 

(a) Tip burn, leaf burn and scald. F. 11-112 

(b) Hollow heart 

(c) Black heart 

(3) European diseases 

(a) Black wart. G. 168-174 

(b) Powdery scab. 

(4) Insects. Wis. Cir. 52, p. 14-15 

(a) White grub. G. 126 

(b) Colorado beetle. G. 200; Dept. Ent. Cir. 83 

(c) Flea beetle. F. 123-124; G. 202 

(5) Sprays and spraying. Wis. Cir. 52, p. 16-20; F. 

128-142 

(a) Spray calendar. F. 179-180 

(b) Bordeaux mixture. F. 128-130 

(c) Dry Bordeaux. F. 130 

(d) Washing soda and copper sulfate. F. 131 

(e) Paris Green. F. 136 

(f) Lead compounds. F. 137 

(g) Arsenic compounds. F. 138 

(6) Spraying machinery and application 

(a) Cost of spraying. F. 140 

(b) Profits. F. 139-140 

(c) Number of sprayings, time of application 

and cost 
?. Growing the Crop 

(1) Seed. F. Bui. 533 

(a) Selection and improvement. W. 37-44 

(b) Source. F. 51-53 

(c) Handling. F. 53-55 

(d) Whole or cut seed. F. 60 

(e) Size of seed. F. 61-63 

(f) Amount per acre. F. 63-65 " 

(g) Inspection and certification. W. 44-49- 

Wis. Bui. 252 
(h) Value of seed plot. Wis. Bui. 225, p. 16 



118 AGRICULTURE IN THE HIGH SCHOOL 

(2) Planting. G. 81-94 

(a) Date of planting. F. 96-97 

(b) Distance apart. F. 91-93 

(c) Depth. F. 93-94 

(d) Methods. F. 97-104 

(3) Preparation of seed bed. G. 76-81 

(a) Plowing. F. 21-23 

(b) Surface fitting. F. 23-25 

(c) Value of humus 

(d) Importance of rotation 

(4) Management of growing crop 

(a) Kind and amount of tillage. F. 105-106 

(b) Methods of tillage. F. 106-107; W. W. 

433-435; G. 95-100 

(c) Object. F. 106; G. 94 

(d) Implements. F. 107-110 

(5) Cost of growing potatoes and profits. G. 141-153 
h. The Potato as a food. F. Bui. 295; G. 7-16 

(1) Chemical composition. F. 166-167 

(2) Relative cost as food. G. 1 

(3) Special value as food. G. 13-16 

(4) Use as a stock food. G. chap. 25 

(a) For horses. F. 168 

(b) For cattle. F. 168 

(c) For hogs. F. 168-169 

(d) For sheep. F. 168 

(e) For other animals 

(5) Cooking potatoes. G. chap. 23; Texas. Bui. 350 

(a) Effect on composition. F. 169 

(6) Other uses of potatoes. G. 277-302 

(a) Alcohol manufacture. F. Bui. 268 

(b) Starch manufacture. Bui. Div. Chem. 

58.— U. S. Dept. Agri. 

(c) Potato flakes — dried 

i. History of Potato. Bui. 350 Texas; F. 1-7; G. 512-521 

(1) Native of America 

(2) Introduction into Europe— Ireland 

(3) Importance in Europe — America G. 3-6 

(4) Importance of potatoes in "Wisconsin. Potatoes 

vs. corn 

(5) Potato superstitions and prejudices. G. 309-321 

(6) Importance of crop in Germany 

j. Production in U. S. and elsewhere. Bureau Statistics Bui. 
62 

(1) World production. G. 540-545; W. W. 424-426 

(2) Production by different states. F. 154 

(3) Acreage of different states 

(4) Important potato producing states. G. 545 

(a) New York 

(b) Michigan 

(c) Maine 

(d) Wisconsin. G. 354-359 

(e) Pennsylvania 

(5) Average yields in different states. G. 542-545 

(6) Average prices in different states. G. 542-545 

k. A Short Study of the Sweet Potato. W. W. 444-449; G. 
241-254 



AGRICULTURE IN THE HIGH SCHOOL HQ 



References 

G="The Potato"-E. H. Grubb and W. Guilford 1 g^^ ^^.^ j.^^^ ^^^ 

F="The Potato" — S. Frazer > publishers 

W. W.="Field Crops' —Wilson & Warburton J 

W.=Reports of Wis. Potato Growers' Association. Prof. J. G. Milward, 

Sec, College of Agriculture, Madison, Wis. 
F. Bul.=:Farmers' Bulletin. U. S. Department of Agriculture. 
No. 35 Potato Culture 

91 Potato Diseases and Their Treatment 
295 Potatoes and Other Root Crops as Food 
407 Potato as a Truck Crop 

410 Potato Culls as Source of Industrial Alcohol 
Wisconsin Experiment Station Bulletin 

No. 256 The Marketing of Wisconsin Potatoes 
Circular 52 Control of Potato Diseases in Wisconsin 

Poster Bui. 1 Potato Diseases 
Poster Bui. 2 Plant Standard Potato Seed 
3. Home Piojects with Potatoes 

(1) Planting, care and harvesting one-half to one acre of 

potatoes 

(2) Entire charge of at least one acre of potatoes which 

are inspected by the proper authorities and certified 
seed selected 

(3) Hill to row test with potatoes 

(4) Commercial fertilizer test with potatoes 



ANIMAL HUSBANDRY 

The work in Farm Plant Life and the first semester of Animal 
Husbandry may be offered to boys and girls. The third and fourth 
year work in agriculture should not be given to the girls. 

A. General Outline of Animal Husbandry 

1. Second Semester — Second Year 

a. Dairying 

(1) Composition and characteristics of milk, butter- 

fat testing of milk and its products, varia- 
tions, adulterations, abnormal conditions, sed- 
iment tests 

(2) Bacteria: — sanitary milk production, pasteuri- 

zation, solids and acidity of milk, milk sep- 
arators 

(3) Butter and cheese making and tests for salt, 

moisture, etc., substitutes for butter and tests 

(4) Condensed and evaporated milk, ice cream, im- 

provement of the dairy herd through milk and 
butter-fat records, diseases of cattle affecting 
milk production, cooperative creameries, 
creamery records, city milk supply, winter vs. 
summer dairying. Short study of dairy types, 
advanced registering standards of various 
breeds 



120 



AGRICULTURE IN THE HIGH SCHOOL 




WINNERS OF GARDEN CONTEST. WALDO. GIVEN A FREE TRIP TO 

STATE FAIR. 




MILTON H. S. TEAM. WINNERS OP STATE STOCK JUDGING CON- 
TEST HELD AT AGRICULTURE COLLEGE, MADISON, 1916. 
KRAUS, GRAY, HOLLIDAT. 



AGRICULTURE IN THE HIGH SCHOOL 121 

b. Feeds and Feeding of farm animals 

c. Poultry: — importance, meat, egg, general purpose 

types, house construction. Care and manage- 
ment, incubation, brooding, feeds and feeding 
for growth, eggs, flesh, products, health, di- 
seases, enemies, storage, scoring, judging, 
breeding, marketing products 

d. Organization of Projects 

2. First Semester — Third Year 

a. Types and breeds, characteristics, methods of develop- 

ment, care and management, feeding, pedi- 
grees and their value, registration, barns and 
equipment, market, variations, diseases, breed- 
ing, care of young, defects, points of score 
cards and judging of horses, cattle, sheep, 
swine, etc., .study of best local herds 

b. Dehorning, castration 

c. Simple veterinary practices and sanitation 

d. Fitting animals for show purposes 

e. Breeders' organizations, well-known breeders 

f. Live stock judging contests 

g. Home Project Work 



B. Typical Outlines of Topics 

DAIRYING 

Dairying should be offered first and home projects in testing 
of herds developed. This will be the foundation of future work 
in farm management. Where this cow testing work has been 
made a year project for a herd the Wisconsin Dairyman's Associa- 
tion of Fort Atkinson has been willing to furnish a herd record 
book. 

The production of better milk should receive more attention. A 
milk sediment tester is a valuable piece of apparatus. Arrange 
visits to the creamery, cheese factory or condensery. It is often 
possible for your boys to get practical experience in one of these 
and be given laboratory credit. 

A small hand churn may be owned or borrowed and butter made 
a few times as a demonstration. Records of raw materials and 
products should be kept. Similar exercises may be conducted in 
the manufacturing of cheese. These same processes may later be 
observed at a commercial plant. 

Some work with dairy cattle should be done in the spring but 
all intensive work in dairy cattle judging should be left until fall. 

1. Laboratory and Field Exercises 

a. Study of U. S. Dairy Division Records, survey of cream- 

eries, cheese factories in township, etc. 

b. Milk Study. 

(1) Show fat, casein by souring, albumen by boiling, 
sugar by boiling clear whey 



122 AGRICULTURE IN THE HIGH SCHOOL 



(2) Butterfat test of ordinary milk. Test with weak 

and strong acid, surplus and small amount of 
acid, cold and warm acid or milk, use of hard or 
soft water and effect on test, reading with and 
without compasses, problems — interpretations, 
compare tests with test run at creamery, milk 
from representative breeds, colostrum milk 

(3) Butterfat test. Milk of stripper ,^ — first milk and 

composite of two milkings same cow 

(4) Demonstration of preservatives showing that test 

is not changed 

(5) Calibration exercise, — Trowbridge, burette or fine 

balance 

(6) Hydrometer test of acid, specific gravity bottle 

test of water, alcohol and sulphuric acid 

(7) Test of milk for several days. Test on evening 

of cold storm, cow in heat 

(8) Test of partially churned sample 

(9) Test of milk already sour, several bottles sweet, 

test at intervals 

(10) Test of frozen milk 

(11) Begin milk sheet weighings at home, test com- 

posite samples and begin individual and cow 
test records for later use. This is home project 
work. 

(12) Test of cream, 9 and 18 gr. bottles, with and with- 

out fat saturated alcohol for reading, i)ipette vs. 
weight from cream with rich and thin cream — 
try out test when pipette is rinsed and without. 
Try two of each for check. 

(13) Test of skim milk, whey, buttermilk. Test out 

creamery and home separators 

(14) Place clean milk and dirty milk in warm place to 

sour. Use sterilized glassware. See which 
sours first. Notice curd with holes. Similar 
exercise of milk to sour in cold place. Be sure 
and sterilize glassware. Effect, dirt, etc., in 
each. Perform the milk sediment test for each 
patron at creamery, of each cow of a herd, city 
milk, etc. 

(15) Perform test for acidity — Mann's. Farrington's to 

check with Mann's 

(16) Get dry or wet starter from creamery. Secure 

clean milk in sterile mason jars and allow to 
sour and so get natural starter. Run both 
starters for several days. Test acidity and taste 
each day 

(17) Make a trip to creamery, cheese factory, con- 

densery, sanitary or certified milk plant, city 
milk supply. Pasteurize milk for class in pail 
and compare rapidity of souring with same un- 
treated 

(18) Find specific gravity of water, milk, acid, alcohol 

or gasoline. Show effect of temperature in same 
milk 

(19) Find total solids of a sample of milk. Skim it 

and find total solids, add water to some of orig- 
inal sample and repeat. Skim some of orig- 
inal sample and add water and repeat test ' 



AGRICULTURE IN THE HIGH SCHOOL 123 

(20) Draw conclusions. Prepare sample as in exercise 

19 and have class determine conditions 

(21) Detection of boracic acid by acidity test. Taste 

milk and compare with similar acidity. Test 
with formaldehyde 

(22) Make sediment test of different classes of milk. 

Go to creamery or cheese factory for samples. 
Label. Get pictures of clarifiers or if possible 
visit condensery using one 

(23) Study of separators at school, implement dealers, 

etc. If a separator is in school test out factors 
(under i) by experiment. Do major portion 

c. Butter 

(1) Make butter a few times illustrating over-run, 

ripening, etc. Make trip to local creamery or 
milk plant 

(2) Test butter for moisture, salt, fat. Compare 

creamery vs. farm butter with these tests. 
Ditto oleomargarine with butter 

(3) Study of butter score card and judging. Con- 

sult local creamery 

(4) Substitutes for butter, boiling test, water house 

test 

(5) Secure mottled butter 

(6) Computation of factory records. See problem of 

Wisconsin Circular 27, "How to Use the Bab- 
cock Test," p. 27-30 

d. Study of local cheese factory 

(1) Make test for butterfat 

(2) Study of butterfat vs. pooling system in cream- 

eries. F. W. 202-15 

e. Experiments according to importance in local community 

f. Problems as indicated in outline 

g. Beginning of cow testing problems 

(1) Have class keep records for a herd once a month. 

Have home projects for individuals 

(2) Attend a sale of pure bred dairy cattle. Com- 

pare prices paid for A. R. O. cattle or progeny 
vs. untested 

2. Organization of Subject Matter 

a, Wisconsin in Dairying 

(1) Production in cheese & butter vs. other states. 

Wis. Bui. 231 & 251 

(2) Leading dairy counties of state 

(3) Survey of pure bred cattle of district 

(4) Value of produce sold from local creamery or 

cheese factory 

(5) Methods of payment for milk, etc., by factory 

(6) Price per 100 lbs. for each month of one year 

b. Study of Milk 

(1) Six constituents and pounds per 100 lbs. milk, 

physical or chemical compound. V. 10-11; M. 
123-130; F. W. 10-20 

(2) A complete food,^classify each constituent as 

food 

(3) Colostrum Milk, — characteristics, composition com- 

pared, function, value. M. 130-131 



124 AGRICULTURE IN THE HIGH SCHOOL 

(4) Secretion of milk. M. 131-134; V. 1-10 Ex. 

(a) Purpose 

(b) Structure of udder and mammary vein sys- 

tem 

(c) Factors controlling, — treatment, incomplete 

milking; etc. 

(d) Duration of flow 

(5) Testing for butterfat. M. 135-145 

(a) History of the first tests, — inch of cream, 

oil churn test, etc. F. W. 173-205 

(b) Importance of an accurate test, the Bab- 

cock test. F. W. 1-10 

(c) Scientific basis for the Babcock test. M. 135 

(d) Accuracy of the test dependent on what 

factors 

(e) Method of test. M. 135-144; F. W. 29-72; 

Wis. Cir. 27, p. 1-4; F. W. 158-174 
Obtaining of sample, method, importance 
Composite samples, preservatives, samplers, 

preparation for test bottles. M. 135- 

137; F. W. 29-33 
Pipette, — method of handling, volume of 

milk, precautions. F. W. 29-33; F. W. 

45-46 
Test bottles, — calibration and marking. 

F. W. 48-54; M. 137-142; F. W. 33-37 
Acid, — kind, quantity, quality, precautions 

in mixing, specific gravity, action. M. 

137-142; F. W. 33-37; F. W. 46-48; 

F. W. 64-69 
Making the test, — ^time, care, rate, tempera- 
ture, filling. M. 137-142; F. W. 33-37; 

F. W. 54-64 
Reading the test, — temperature, meniscus, 

colors. M. 137-142; F. W. 33-37 
Calculations in per cents and meaning of 

test. M. 142-144; Wis. Cir. 27, p. 14 
Precautions in testing, — causes of trouble. 

F. W. 69-71; M. 142-144 
Cleaning of glassware and racks. M. 144; 

F. W. 40-45 
Comparison of hand and steam testers 
Problems of three types 

(f) Causes for variation in butterfat test 
Breed characteristics. M. 132-134; M. 

68-72; V. 12-19 
Stage of lactation period. M. 132-134; F. 

W. 140-145 
Changes of feed. M. 132-134; F. W. 151- 

157 
Unnatural conditions of excitement, storms, 

M. 132-134 

(g) Sampling under special conditions 
Partially churned. F. W. 24-25 
Sour milk. F. W. 26-27 

Frozen, etc. F. W. 27 
(h) Mathematical basis for calibration and vol- 
umes 



AGRICULTURE IN THE HIGH SCHOOL 125 



(6) Farm records for individuals and herds. M. 60- 

67. U. S. Dept. of Agric- — Bureau Ani- 
mal Industry, Circular 179; Wis. Cir. 
27, p. 14-20 

(a) Construction of good milk scales, advan- 

tages over spring balance 

(b) Month records as basis for butterfat and 

value of product 

(c) Calculation of month's record on two milk- 

ings, — U. S. justification 

(d) Feed records 

(e) Profit or loss for month 

(f) Start on vi^ork for year record of individual 

and herd 

(g) Use as basis for profits on feeding rations 

(7) Adaptation of test and glassware for other prod- 

ucts. F. W. 173-185; Wis. Cir. 27, p. 
20-24 

(a) Cream testing, types of bottles, weighing, 

reasons for, glymol, readings, amount of 
acid. M. 142-144; F. W. 76-87 

(b) Tests of skim milk, whey or buttermilk, 

care required, acid. F. W. 88-99 

(c) Problems 

(8) Care and handling of milk on the farm 

(a) Souring of milk. M. 146-154; F. W. 135- 

137; V. 33-36 
Causes 
Sources of bacteria, favorable conditions 

for bacterial growth 
The milk sediment tester, — its use, and 

value. Wis. Cir. 41 
Types of bacteria,— useful and harmful, 

names 
Acidity, causes, chemical action 

Mann's Test for acidity, solutions and 
formula. M. 174-176; F. W. 117-134 
Problems for solution. M. 174-176; F. W. 

117-134 

Farrington's test, solutions and compari- 
sons. M. 174-176; F. W. 117-134 
Commercial starters. M. 193-198 

To make natural starter, — method and 
value 

Kinds, — dry, wet, costs, value to butter- 
maker 

Acidity of starter 

(b) Abnormal fermentations in milk 

Slimy, ropy, chromogenic, bitter, etc 

(c) Flavors and odors in milk 

Causes and examples 

Relations to feed, milk-rooms, cellars, 

general care 
Care to prevent taints, odors and flavors 

(d) Sanitary milk production. M. 155-164; M. 

221-227; V. 61-69 
Definition and importance 
Healthy cows 
Sanitary barn and clean yards 



126 AGRICULTURE IN THE HIGH SCHOOL 

Clean cows and clean milkers 
Clean and wholesome feed and water 
Clean, sanitary milk pails, strainers and 

cans 
Dry hand milking 
Clean bedding, air, and no flies 
Proper cooling and bottling. M. 205-211 

(e) Certified milk production. M. 236-238 

Definition of term 
Demand, cost and profits 
Chicago certified milk standard 

(f) Pasteurization and sterilization. M. 284- 

286 
Definition and methods. M. 263-268 
Results and applications 

(g) Testing for milk solids and application. 

F. W. 100-115 
Relative specific gravity of milk, water, 

sulphuric acid, etc. 
Principle of lactometer test 
Use of hydrometer in liquids lighter and 

heavier than water 
Construction of Quevenne lactometer 
Method of test and correction for temper- 
ature 
Calculation of solids and interpretation 

of results 
Application to city milk supply, adultera- 
tions, skimmings, etc. 
Board of Health lactometer 
Problems of interpretation 
(h) Detection of adulterations of milk 

Boracic acid, formaldehyde, to keep milk. 

P. W. 247-250 
Bicarbonate of soda to neutralize acid. 

F. W. 247-250 
Dirt test in milk. See Wis. Cir. 41 
Application to bacteria determination 
Method of test 

Use in factories and city milk trade 
Use of clarifiers 
(i) Milk separators 

Types, advantages, disadvantages, uses 
and efficiency of each. M, 165-167 
Shallow pan 
Deep setting 
Dilution methods 

Centrifugal separators. M. 166-170. 
The Golden Stream. I. H. C, p. 57-63 
Principles underlying operation 
Kinds, — disks, hollow bowl, plates, 

makes, prices 
Regulations, — milk or cream screw 
Care of machine and operation 
Factors of efficiency 
Rate of inflow 
Speed of bowl 
Temperature of milk 
Structure of bowl 
Adjustments, etc. 



AGRICULTURE IN THE HIGH SCHOOL 127 

Factors regulating richness of cream. 
V. 31, 32 
Cream or skim milk screw adjust- 
ment 
Relation of thickness of cream to 

efRciency 
Speed of machine 
Temperature 
Value of a separator on farm. The 
Golden Stream — I. H. C, p. 57-59 
Value in saving over other methods 
Greater returns for skim milk in 

hogs and calves 
Prevention of disease in clean herds 
c. Butter 

(1) Ripening of Cream. M. 170-174; V. 37-42 

(a) Object of ripening. Care of milk from time 

dravi^n until ripening 
Clean production v\rithout dirt, etc. 
Bacterial content and cleanliness of uten- 
sils 
Necessity of clean separator and cool 
product 

(b) Effect on texture and flavor 

(c) Method of using, making and holding 

starters 

(d) Dairy vs. Creamery butter — the Why 

(2) Churning. M. 176-181; V. 43-50 

(a) Tynes and advantages of different kinds 

of churns 

(b) Temperature of ripened cream 

(c) Care of churn: use and quantity of but- 

ter coloring 

(d) Factors affecting churning, product, etc. 

(e) Size of granules at end of churning 

(3) Finishing product. M. 181-185 

(a) Washing: temperature of water, effect of 

washing, reasons for 

(b) Salting: dry or wet and rate in each, ad- 

vantages of each, purpose 

(c) Working: importance, purpose, effect of 

over working, under working 

(4) Packins: and marketing. V. 50-52 

(a) Legal standard for moisture, test for 

moisture, method, variations. F. W. 
231-236 and 251 

(b) Kinds of moulds 

(c) Prints, packages and tubs, sizes and ad- 

vantages 

(d) Retail and wholesale trade 

(e) Limits for salt: test for salt, method, so- 

lution and calculations. F. W. 228-230 

(f) Mottles: causes, iniuries, how to prevent 

(g) Over run in butter, — causes and legal 

standards. F. W. 189-198 

(5) Judging and scoring butter. V. 78-83 

(a) Relative imnortance of points as shown by 

score card 

(b) Practice in scoring, judging. Visit to 

local creamery discussed 



128 AGRICULTURE IN THE HIGH SCHOOL 



(6) Substitutes for butter. F. W. 236-240 

(a) Manufacture of oleomargarine, test for by 

boiling, Waterhouse test 

(b) Butterine, etc. 

(c) Wisconsin laws concerning substitutes 

(7) Organization of cooperative creameries. Wis. 

Bui. 244 

(8) Special problems of the creameries 

(a) Buttermilk cheese. Wis. Bui. 239 

(b) Creamery sewage. Wis. Bui. 245 

d. Cheese. M. 187-192. Also M. 199-204 

(1) Nature of cheese 

(a) Value as a food 

(b) Food elements contained compared with 

butter 

(c) Milk best suited for cheese 

(d) Kinds of cheese 

(2) Study of apparatus and method of making Amer- 

ican cheese 

(3) Study and method of making Cottage cheese 

(4) Causes of poor cheese 

(5) Wisconsin curd test for purity of milk. F. W. 

135-138 

(6) Hart's Casein test — calculation on basis of 

casein and fat. Visit to cheese factory 
discussed. F. W. 198-200; F. W. 223-224 

(7) Organization and construction of cheese factories. 

Wis. Bui. 244 

(8) Markets and prices of Wisconsin cheese. Wis. 

Bui. 231-251 

(9) Other problems of Wisconsin cheese work 

(a) Buttermilk cheese. Wis. Bui. 239 

(b) Whey butter." Wis. Bui. 246 

(10) If in a cheese county a more intensive study 
would be followed, containing scoring, 
judging, salting, curing, marketing, etc. 

e. Other products from milk and cream 

(1) Ice cream making (Michels — Dairy Farming 

Chap. 28, bulletins, etc. 

(2) Sherbet 

(3) Condensed and malted milk 

(4) Evaporated milk 

(5) Skim milk, buttermilk, Bulgarian, etc. M. 

Dairy Farming, Chap. 29 

f. Calculating Dividends by the Fat Test. F. W. 202-214; 

Wis. Cir. 27, Feb. 1914, p. 27-30 

(1) Plan for calculating dividends in the beginning 

of dairy industry 

(2) Unfairness of this plan 

(3) Solution of problem typical of modern creamery. 

Cir. 27, Wis. Station, Feb., 1914 

(4) Problems of same bulletin 

(5) Problems in review of above and drill 

g. The Improvement of the Dairy Herd , 

(1) Present day conditions of the average Wisconsin 
farmer and local community. M. 9-11; 
M. 11-17 

(a) Average production per cow in milk and 
butterfat in pounds 

<b) Type and breed of general community 



•AGRICULTURE IN THE HIGH SCHOOL 129 

(c) The sire: his care and his calves. Breed 

of sire 

(d) Building and equipment 

(e) Feeds and feeding 

(f) Business management and records, etc. 

(g) Markets 

(2) Records as indicators for herd improvement — 

Wis. Cir. 27, p. 14-20. The Golden 
Stream I. H. C— 41 

(a) Milk record and scales. M. 60-65 

Types of scales and cost 
Convenience of use 
Regularity of use 
Facts shown by scales 

Production 

Feed returns 

Abnormal conditions 

(b) Testing for butterfat. (Scales records 

considered) M. 65-68 

Testing as basis for selection 

Testing as basis for computing profits, — 

individuals, herd 
Conditions shown at end of year by rec- 
ords 
Cow testing associations of Wisconsin, 
of Denmark. Cir. 179 Bureau of An. 
Industry 
Consideration of local conditions 

(c) Study of Wisconsin herd records. Hoard's 

Dairyman 

(3) Grading as step towards better herds. M. 17- 

18-24 

(a) Definition and theory of value of grading 

(b) Methods and results obtained 

(c) What constitutes a good sire: breeding, 

conformation, health 

(d) Place and extent to which grading should 

be used 

(e) Place and use for records in grading 

(f) The future of the dairy industry: knowing 

our calves 

(4) Estimation of values of dairy stock. Dairy Farm- 

ing — Michels, Chap. 32 

(a) Factors: grade or pure bred, value of 

products, calf, manure, labor, buildings, 
interest, market, etc. 

(b) Value of 175, 300, 400, 500 pounds butterfat 

cows 

(c) Value of sires 

(d) Value of calves 

(e) What can average farmer afford to pay for 

sire (pure bred) 

(f) Value of one good female to herd 

This outline of subject matter is suggested as teachable in the 
order given. It has been taught in this order. It may be elab- 
orated or cut in many particulars to meet conditions locally. 



130 AGRICULTURE IN THE HIGH SCHOOL 

Reference for Dairy Outline 

M^Michels — Dairy Farming 
V=Van Norman — First Lessons in Dairying 
F W=Farrington & Woll— Testing Milk 

3. Home Projects for Dairying 

a. Perform 7 day or 30 day test on one or more dairy ani- 

mals, following all steps as in official testing. 

b. Perform the yearly semi-official test for three or more 

cows. 

c. Keep cow testing, feed and milk record for one year. 

d. Clean and whitewash home dairy and put in shape to 

make a good score 

e. One week's work in cheese factory, creamery or con- 

densery. 



POULTRY 

1. General Suggestions. A course in poultry is adapted to 
almost any high school, either in the city or country. Unlike 
other courses in animal husbandry, it does not require a large 
outlay of money to purchase stock for the class work, and the ex- 
pense for other equipment is not large. In localites where dairy- 
ing is not important the poultry course may be given a full semes- 
ter. The city high schools are doing some work but it deserves 
a place in the rural high school. Six weeks may well be spent 
in the rural high school and perhaps even twice that amount. 
Other advantages of a poultry course are that it is adapted to both 
boys and girls and it is a great field for home project work. 

Poultry has been neglected in most high schools and the study 
of cattle, horses, etc., has been called animal husbandry. No class 
of live stock is so well adapted for school work. Poultry may be 
used at a time when the weather prevents the use of cattle, horses, 
etc. "We have excellent opportunities for demonstrating feeding 
for growth, fattening or for a cash product of eggs. 

A large number of types of pure-bred chickens are always found 
In every community and poultry fanciers will assist and loan birds 
for demonstration purposes. The poultry show is becoming a 
common event and junior poultry associations are being organized. 
Incubation, brooding, feeding, caponizing, marketing of eggs and 
fowl are all interesting and enlightening subjects for school work. 

Poultry may easily be provided as property of the school. The 
sale of produce will make it a profitable venture. 

2. Laboratory and Field Woi-k 

a. Demonstration of anatomy of chicken. 

b. Arrange for studv of the three general types of poultry 
as regards general characteristics of body. 

c. Visit available poultry farms and study various breeds. 

d. Building of poultry house, — Under sunervision of teacher, 
boy students start building of a miniature colony house 3' x 3'. L. 181; 



AGRICULTURE IN THE HIGH SCHOOL 131 

R. ch. X; Cornell Cir. 14; Wis. Bui. 215. House to be built with one 
side left open. Should have nests, roosts, feed receptacle and ventila- 
tion. 

e. Utility Classification, — Visit poultry farms observing as 
many different breeds as possible. 

f. Visit poultry houses that need repair and suggest how 
same may meet requirements of good arranged house. 

g. Structure of egg. Get as many different kinds of eggs as 
Dossible. as regards fertility and condition: demonstrate candling eggs 
before the class. Classes of eggs as to color, size, quality. 

h. Preserve eg.gs in water glass (silicate of soda). 

i. Demonstration. Take two fresh eggs from the same flock. 
Smear wet poultry yard dirt on one; leave the other clean. Set them 
away in a fairly warm place for about four days. Bring out and ex- 
amine first with tester then break. 

j. Start an incubator of eggs. Demonstrate regulation of 
thermostat and difference in temperature in different parts of the egg 
chamber. Keep students in touch with care, handling and manipula- 
tion during the entire hatch. Have them note in particular changes in 
eggs as incubation increases. 

k. Brooding. Remove chicks in proper time to the brooder. 
Demonstrate effect on temperature of different amounts of litter in the 
brooder. Also show difference in temperature of different parts of the 
brooder. 

1. Arrange to spray poultry houses for parasites. Prepara- 
tion of dust mixture and operation. 

m. Construction of various articles of equipment for poul- 
try house. 

n. General construction of several types of trap nests. 

o. Demonstration of the method of caponizing if thought de- 
sirable. 

p. Demonstrate crate fattening of general poultry, capons, 
etc. 

q. Demonstration of ways chickens are killed, dressed, etc., 
for market. 

r. Practice exercises in scoring according to the descriptions 
of "The Standard of Perfection." 

s. Use half a dozen hens, using ordinary and balanced 
rations. If the school owns poultry this might be a school project. 

t. Poultry clubs. 

3. Organization of Poultry Subject Matter 

a. Poultry Raising in U. S. F. B. 200; L. p. 324-331; P. p. 
7-35 

(1) Importance of the industry. R. p. 24-25 

(2) Evolution of the poultry industry. P. p. 12-23 

(3) A successful poultry keeper, characteristics, prob- 

lems. R. p. 64-69 

(4) Branches of poultry culture. R. p. 30-40 

(5) Attractiveness of the industry 

(6) Purposes of poultry raising 

(a) As a part of the farm stock. R. p. 35-40 

(b) As a special business 

(c) As fancy poultry 

(7) "Special poultry districts. R. p. 40-43 



132 AGRICULTURE IN THE HIGH SCHOOL 

b. Poultry Products. L. p. 272-300 

(1) Food products 

(a) Esgs. L. 273: R. 325; 0. 118, p. 84 

Gathering and care of on the farm. F. B. 
287, p. 41 

Testing for fancy trade 

Sorting and packing. L. 296 & 285; R. 
325-327 

Methods of spllins: L. 294-296: F. B. 405, 
p. 19; F. B. 287, p. 40: R. 329, to con- 
sumer, retailer, commission men, and 
through creamery, R. 331; R. 335: F. B. 
445 

Study of season prices 

Shipping methods. L. 298 

(b) Market poultry fL. 27.5-287: F. B. 355. p. 

3.5-39; R. 324-333: P. 390-93^ as broilers, 
roastins: chickens, fowls, capons, shipping 
live poultry nnd nickine and shipping 
dressed poultry. R. 311-321 

(2) Special products 

fa) Pedigree poultry. L. 91 
(h) Hatching eggs. L. 279, 290 

(c) Day old chicks. L. 279, 290 

fd) Feathers. L. 280; R. 324; R. 334 
(e) Manure. L. 280 

c. Hatching and Rearine of Chicks 

(1) Function of the egg and of incubation. L. 94: 

R. 238 
("2") Formation of the egg. L. 98 
f31 Structure of the egg. R. 238: L. 94 
(i) Breeding and mating. L. 84-93 
(5) The fertile ess. R. 239: L. 103: F. B. 405. p. 18 
(pl) Selection of breeding stock 
(b) Selertion of hatchinsr ees-s (R. 245; L. 106. 

192. and 333: F. B. 287, p. 28V normal 

and abnormal eges. trap nesting and egg 

records. (P. 453-473) 
f6) Natural incubation 

(a) Selection of the hen. R. 243: L 112 

(b) Nests for sitting hens. L. 113: R. 245-248 

(c) Settine: and management of hens. L. 114; 

R. 243: R. 246: F. B. 287, p. 29 
fd) Testinsr the eggs. R. 248: L. 116 
(e) Hatching of eggs (R. 251-2: L. 117) and 
helping birds out of shell. R. 252 
(7) Artificial incubation. F. B. 355, p. 23 

(a) Selection of the incubator. R. 254; L. 122; 

F. B. 287, p. 30 

(b) Management of incubator 

Placing of incubator. L. 122 

Regulation of heat. R. 258; L. 125. Care 

of lamp. L. 126 
Regulation of moisture. R. 260 
Regulation of ventilation. R. 260 
Cooling eggs. L. 128 
Turning eggs. L. 128 
Testing eggs 
Management during hatching. R. 263 



AGRICULTURE IN THE HIGH SCHOOL 133 

(c) Causes of poor hatches. R. 264; L. 130 

(d) Incubator records. L. 130 

(8) Brooding. L. 133-143; P. B. 287, p. 30 

(a) Importance of warmth. R. 275 

(b) Brooding temperatures. R. 280 

(c) Construction of artificial brooders. L. 133 

Cold brooders. R. 277 

Lamp heated brooders. R. 278 

Pipe brooders. R. 279 

(d) Operation of brooder. L. 136; F. B. 355, 

p. 26 

(e) Protection from enemies and parasites. R. 

282-283 

(f) Rate of growth. R. 284 

(g) Weaning. 

(h) Rations. L. 139 

(i) Things to be avoided in brooding. L. 140 

(9) Care after weaning (L. 143-149; R. 282), 

importance of warmth, large and free range, 
green feed and shade. Protection from enemies. 

(10) Caponizing 

(a) Advantages of caponizing. P. 390-392 

(b) Market requirements. P. 392 

(c) Age for caponizing. P. 393 

(d) Instruments. P. 393 

(e) Method of operation. P. 393-400 

(f) Results. P. 400-401 

(11) Breeding for improvements 

(a) Types of improvements, egg, meat, form. 

P. 252-264 

(b) Principles of poultry breeding (Difficult). 

P. 221-245 

(c) Breeding systems. P. 246-252 

(d) Management of breeding stock. P. 281-290 
d. Utility Classification of Poultry. Discuss as to size and 

external appearance, disposition, maturity, broodiness, 
hardiness, feeding, production and color of eggs. L. 
48-51 

(1) Egg breeds. L. 48; R. 352; F. B. 287, p. 5 

(a) Leghorn. L. 52; R. 355-362; F. B. 51, p. 19 

(b) Minorca. L. 53; R. 363; F. B. 51, p. 23 

(c) Ancona. L. 55; F. B. 51, p. 27 

(d) Campine. L. 55; R. 370 

(e) Houdan. L. 58; R. 382; F. B, 51, p. 34 

(2) Meat breeds. F. B. 287, p. 6 

(a) Brahmas. L. 62; R. 391; F. B. 51, p. 12 

(b) Langshans. L. 64; R. 390; F. B. 51, 17 

(c) Cochins. L. 64; R. 387; F. B. 51, p. 15 

(d) Cornish Game. L. 66; F. B. 51, p. 39 

(3) General Utility breeds. F. B. 287, p. 6; L. 68-72 

(a) Plymouth Rocks. L. 72; R. 398; F. B. 51, p. 6 

(b) Rhode Island Reds. L. 73; R. 413; F. B. 51, 

p. 11 

(c) Wyandottes. L. 74; R. 406; F. B. 51, p. 8 

(d) Orpingtons. L. 74; R. 416; F. B. 51, p. 28 

(e) Dorkings. L. 74; R. 378; F. B. 51, p. 27 

(4) Miscellaneous breeds. L. 77-83 



134 AGRICULTURE IN THE HIGH SCHOOL 

e. Study of poultry feeds 

(1) Carbohydrate feeds. L. 226-230; R. 184-197 

(2) Feeds for fat as meat scrap (20% fat), sunflower 

seeds and linseed meal. R. 193 

(3) Feeds containing ash for egg shell as wheat bran, 

dried bone (R. 199; R. 203), oyster shell. R. 
203 

(4) Succulent feeds as clover, lawn clippings, rape, 

millet, oats, buckwheat, soybeans, and swiss 
chard. R. 195 

f. Digestion. 

(1) Study of digestive tract. L. 219; R. 172 

(a) Mouth parts. R. 172; L. 219 

(b) Gizzard. L. 219 

(c) Crop. L. 220 

(d) Stomach 

(e) Pancreas 

(f) Intestines 

(2) Work performed by organs in digestive tracts 

(3) Assimilation and nutrition. L. 221 

g. Study of rations for poultry. R. 206-237 

(1) Droppings as indications of right feeds. F. B. 
287, p. 26 
h. Feeding young chickens. L. 243; F. B. 287, p. 31 

(1) 111 effects of feeding day old chicks 

(2) The growing period 

(a) Rations for growing period. L. 139 
i. Feeding for egg production. L. 251; F. B. 355, p. 35 

(1) Feeding for maintenance 

(2) Feeding egg producing food 

(3) Other influences on egg production 

(a) When laying begins. R. 289; F. B. 287, 

p. 27; F. B. 255, p. 32 

(b) Causes of retarded laying. R. 291 

(c) Conditions of egg production. R. 293 

(d) Duration of laying period. R. 297 

(e) Molting. R. 298; F. B. 287, p. 26 

(f) Influence of male on production. R. 494 
j. Feeding for market 

(1) Market classes (L. 263) as broilers (F. B. 287, p. 

34-35), roasters, fowls, and capons 

(2) Principles 

(a) Restriction of exercise 

(b) Rich carbohydrate and fat ration 

(c) Protein in abundance 

(d) Moist feeding 

(e) Maintenance of a good appetite 

(3) Rations for fattening. L. 268 

(4) Crate and cramming fattening. F. B. 287, p. 37 
k. Poultry Housing. L. 153-210. Location of houses. L. 

152-155; W. 4; F. B. 287, p. 7; F. B. 355, p. 21 

(1) Prime considerations in shelters are fresh air, sun- 
light, dryness, and room. R. 104; L. 162-4 

(2) Coops. R. 104 

(3) Tight houses. R. 108 

(4) Importance of ventilation. R. 112; L. 165 

(5) Open front houses. R. 114. See pictures, R. 

131-154; C. 14 

(a) Floor dimensions. R. 115; L. 166; W. 
11; F. B. 287, p. 9 



AGRICULTURE IN THE HIGH SCHOOL I35 

(b) Height. R. 118 " "^ 

(c) Depth. R. 118; W. 12 

(d) Length of houses. R. 119 

(e) Standard size unit for houses. R. 119 

(f) Styles of roof. R. 121; L. 199; W. 12 

(g) Walls. R. 125; W. 16; W. 19 
(h) Floors. R. 125; W. 15 

(i) Materials. R. 126; L. 200; W. 18 
(j) Windows of wood, glass, cloth, cement. F 
B. 287, p. 9 

(6) Colony houses for chicks. L. 147; F B 287 D 

17 

(7) Interior arrangements of houses 

(a) Roosts. R. 156; L. 189; W. 19 

Roost room per hen depends on breeds. R. 

156; F. B. 287, p. 10 
Material. R. 157 
Dropping boards. R. 158; L, 173; L. 189- 

W. 21 

(b) Nests. R. 160; L. 191; W. 22; F B 287 

p. 10 ■ ' 

Requirements for different kinds of poultry 
Size of boxes for nests 
Position of nests. R. IGl 
Number of nests required. R. 163 
Trap nests. R. 162; L. 192 

(c) Feed troughs. R. 163; F. B. 287, p. 11 

(d) .Feed hoppers. R. 165; C. 14, p. 17 

(e) Drinking fountains. R. 166; W 24; F B 

287, p. 11 

(f) Dusting boxes. R. 167; W. 25; F. B. 287 

p. 11 
(8) Equipment (R. 167-171; L. 158; F. B. 287, p. 
12) as to tools, feed mixers, bone cutters, root 
cutters, egg testers and fences 
1. Judging and Scoring of Poultry. L. 349-350 

(1) The score card 

(a) "American Standard of Perfection" gives 

score cards and points for each breed 

(b) Study of the points of a fowl 

(2) Comparative judging and scoring of all breeds 

available (This may be elaborated according to 
the community). 

(3) Preparing of birds for exhibiting and exhibits. 

P. 477-496 
m. Poultry Diseases and Enemies. F. B. 287. p 43- L 
301-324 

(1) Causes of disease are internal defects of organs, 

improper feeding or surroundings and conta- 
gious diseases. F. B. 287, p. 43; L. 301-324 

(2) General Symptoms of disease. R. 337, 339; F 

B. 287, p. 43 

(a) Special symptoms. R. 340 

(b) General treatment. R. 340 

(3) Description of common diseases as roup, chicken 

pox, canker, liver affections, indigestion and 
diarrhoea, prolapsus, bumble foot, frozen combs, 
tuberculosis, and cholera. L. 310-15; F B. 287 
p. 43 



136 AGRICULTURE IN THE HIGH SCHOOL 

(4) Parasites as gapeworm, lice, red mites, tape- 

worm, depluming mites, scaly leg mites. F. B. 
355, p. 23; R. 341; L. 317-20 

(5) Enemies as rats, weasels, minks, skunks, hawks 

and crows, and thieves. L. 321-22 

(6) Sanitation as a preventive of diseases. L. 301 

(a) Clean homes. L. 302 

(b) Care of droppings. L. 303 

(c) Disinfectants. L. 304 
n. Poultry Club Work. L. 8-11 

(See Outline put out by Boys' and Girls' Club Work, 
College of Agriculture, Madison, Wisconsin.) 
0. Study of Turkeys, Ducks, Geese, etc., as desired 

References for Poultry Outline 

P — Productive Poultry Husbandry — Lewis 
L — Poultry Keeping — Harry L. Lewis 
R — Principles and practices of Poultry Culture 
W — Wisconsin Bulletin No. 215 
— Ohio Circular 
C — Cornell Circular 
F. B — Farmers' Bulletins, U. S. Department of Agriculture 
287 — Poultry Management 
445 — Marketing Eggs Through the Creamery 
51 — Standard Varieties of Chickens 
405 — Marketing of Eggs 

64 — Ducks and Geese 
182 — Poultry as Food 

355 — A Successful Poultry and Dairy Farm 
206— Turkeys 
Jt. Home Project for l*v)ultry 

a. Remodel home poultry house 

b. Purchase setting of eggs from some pure bred breeder and 

raise chicks for school fair. 

c. Start home project on egg production. Let pupils try 

different types of balanced rations. 

d. Feed and egg record for flock for six months. 

e. Fattening crate of young chickens. 

f. Operation of incubator and brooder. 

g. Comparison of gains of six capons with six other chickens 

that are being fattened. 
h. Preparing pure bred poultry for poultry show. 

C. Score Cards and Judging 

Animal Husbandry probably makes an appeal to more students 
than any other agricultural subject. The scoring of animals is 
the phase most often attempted first and in most instances results 
in failure. The method of instruction is the same as found in 
college classes and as a result the ground covered is beyond the 
comprehension of the high school boy. The teacher fails to com- 
prehend the purpose and value of score card study and it is taught 
in a way which gives it little educational value The process is 
merely one of guessing instead of one involving thought and is 
a hindrance rather than of an aid in learning the meaning of type. 
We need to spend more time on methods of presentation of our 
subject. 



AGRICULTURE IN THE HIGH SCHOOL 137 

The beginner in live stock judging must necessarily acquire a 
knowledge of type. The process of scoring animals, grains, etc. 
to determine a per cent of the perfect type probably has a place 
and value for college classes but has little place in secondary work. 
The student must learn the peculiar structural form of the various 
classes of grains and live stock. The score card value of the points 
is the necessary thing to consider for it is more important for the 
student to know that 10 points are given for length of the ear of 
corn and 5 points for a good tip, than to have him perform the 
mechanical routine of scoring a sample. In other words we want 
the student to know that the expert places greater stress on the 
matter of length than on the importance of a good tip with loss 
in length, and we want him to appreciate the reason for this ap- 
portionment of values. We then want to give the student an op- 
portunity to apply this in comparative judging. The score card 
is valuable in as much as through its numerical values it em- 
phasizes the importance of certain structural forms. 

The farmer through experience has recognized that certain struc- 
tural form is essential for his favorite breed. He may be as good 
or better judge than the college man who understands the score 
card. Both through different avenues have learned the same thing. 
Our score card shows the relative importance of these structural 
forms as experience and scientific study have determined and in a 
score card we can quickly bring these facts to the attention of 
the student. Again different breeds have ideals toward which 
they are working and so the score card for Guernsey type has 
some different points and also different values for the common 
points than those found for the Holstein score card. The chief 
value then of the score card is in teaching- the location and the 
value of the various parts of the animal. 

In using the score card with animals, etc., it is important that 
the student have in mind the points. For instance, in the con- 
sideration of the body of a draft horse the pupil must know that 
he must consider the chest, ribs, back, loins and underline. He 
must also know the limitations of the back and why we want it 
of certain structural form. Place the emphasis on this study of 
the score card and drill until pupils know the ideal type and can 
give intelligent reasons in comparing animals. Such a study of 
the score card of the draft horse will probably take several days 
but when the pupil has accomplished this and realizes the numeri- 
cal value for the parts he is ready to begin comparative work. A 
large amount of drill will be necessary before he will master this 
phase of the work. The boy will probably want to know why 8 
points are given for the fore feet of a horse and 6 for the hind. 
Here is the problem for study and the chance to get real value 
from the score card. Study the score to find what points are 
emphasized and so need particular study. In all this preliminary 
study use the best type horse available as ideals are being formed. 



138 AGRICULTURE IN THE HIGH SCHOOL 

After the score card is understood, the next step is comparative 
judging. Take two horses and make a comparative study of 
smaller points such as action, pasterns, back, etc. This will lead 
to selecting the better forequarters, head and neck, and finally in 
selecting the better horse. In working this way more time is re- 
quired but the student will know type and will have ideals. Teach 
students to look for points of major importance in selecting ani- 
mals, such as quality, action, feet and hocks, etc. of a horse and 
not those of minor importance such as ears, eyes, forehead. Minor 
points at times assist but are usually not the determining ones. 
The pupil will then be prepared for stock judging contests. 

Samples of Wisconsin Score Cards are given in the appendix. 
Samples of score cards and sometimes literature and pictures for 
the various breeds of live stock may be obtained of the secretaries 
of the different National Registry Associations. A list of the same 
is given in the appendix. 

D. Live Stock Judging Contests 

The live stock judging contest held at Madison, Feb. 10-12, 1916, 
was a great success. In choosing the team for this contest dis- 
tricts used different r.ystcms of marking some of which proved 
unsatisfactory. The following plan for district contests is a modi- 
fied form of one used in 'some districts last year and gave entire 
satisfaction. 

Pour animals shall constitute a class. It is unsatisfactory to 
have classes of two or three animals and classes of five or more 
give so many possible placing combinations that proper grading 
becomes prolonged and dlflRcult. The individuals of the class shall 
be designated by a card on each animal. These cards shall be 
lettered so that each class shall have a different set of symbols. 
This is the plan adopted in the national contest in judging dairy 
cattle. 

In the state contest there were two classes of draft horses, two 
of swine and two of dairy cattle. It is planned that two classes 
of beef cattle and perhaps two of mutton sheep will be added this 
year. 

The team from each school may be chosen by individual com- 
petition over a period of one, two, four or more weeks of judging 
or according to class records. Individual competition according 
to a modified plan ?.imilar to that used in the district contest is 
probably preferable. 

When teams have been selected to represent the schools the agri- 
cultural instructors shall decide the place of meeting for the dis- 
trict contest. A large stock farm, asylum farm or community 
where plenty of good live stock is available should be selected. If 
possible secure live stock with which contestants are unfamiliar. 

When contestants and instructors meet for the district contest. 



AGRICULTURE IN THE HIGH SCHOOL 



139 




e 



-co 

wo 






^^' 

o 

-a 

y. 



140 AGRICULTURE IN THE HIGH SCHOOL 

choose three agricultural instructors as the judging committee and 
select one or more of the remaining instructors as the managing 
committee to take charge of the boys' papers, and see that there 
is no communication between contestants and see that general sat- 
isfaction is given. Some districts have arranged for a county rep- 
resentative or some prominent stockman to judge the classes. 
This is a better plan if the county representative or selected judge 
is a stockman who can give satisfaction. It is impossible for the 
College of Agriculture to send competent judges to all district con- 
tests. Such being the case the plan most common will be where 
the high school instructors act as judges. 

It shall be the duty of the judging committee to select the classes 
and decide the official placing of each class. They should do this 
before contestants have placed the class or work at the same time. 
However, it would be preferable to have them do this before the 
contestants have completed their placings. The judges will keep 
notes for future reference on reasons for the placing of each class. 
^'V'Tien the judeing committee has decided the placing of a class, its 
decision shall be given to the managing committee. 

In selecting the places it is advisable that one judge be appointed 
clerk and vote be made by ballot for first place. In case the ma- 
jority do not agree the judges shall complete work, discuss the 
reasons and reballot. A similar method may be followed for other 
plnces. It is inadvisable, however, to choose exceedingly diflicnll 
rlasses because if judges are unable to agree, the high school con- 
tf^st^nts can not be expected to agree. Select animals showing 
considerable difference in type. After contestants have placed the 
class, the judges shall discuss the class and give reasons for placing. 

Every contestant shall be given a number by the managing com- 
mittee by which he shall be designated throughout the contest. 
Judges shall not know the numbers of contestnnts. "When a claps 
is brought into the ring a placing card such as the following will 
be furnished each contestant. Such cards will be furnished by the 
state committee. 



AGRICULTURE IN THE HIGH SCHOOL 141 

STOCK JUDGING PLACING CARD 

Class... Sec 



No 

Placings (1) (2) (3) (4). 

Reasons for No over No 

1 



Reasons for No over No. 

1 



Reasons for No over No. 

1 



THIRTY minutes will be allowed for each class of dairy cows and 
draft horses and TWENTY minutes for each class of swine. 

No conversing allowed. 

Hand papers to the man in charge before leaving the judging 
ring. 

Twenty to thirty minutes shall be given for placings and rea- 
sons, as decided by managing committee. The managing commit- 
-tee shall see that the contestants do not communicate with other 
contestants, spectators, judges, etc. Any one doing so shall be 
disqualified. Contestants shall be notified three minutes before 



142 AGRICULTURE IN THE HIGH SCHOOL 

time is up and when final time is called by the managing com- 
mittee, the placing cards shall be collected by the managing committee. 
When all classes have been placed the managing and judging com- 
mittees shall get together for marking reasons and to determine final 
rankings. The managing committee shall check up on the placings 
according to the following plan. One hundred points will be allowed 
the contestant for a correct placing as determined by the judges. 
Variations in placings may be marked as follows. This illustrates all 
possible combination of four animals when the correct placing of ani- 
mals is A, B, C, D. 

Percentage Plan on Placings 



ABCD 


100 


BACD 


85 


CABD 


65 


DABC 


35 


ABDC 


90 


BADC 


75 


CADB 


45 


DACB 


20 


ADBC 


80 


BCAD 


70 


CBAD 


42 


DB AC 


15 


ADCB 


60 


BCDA 


55 


CBDA 


30 


DBCA 


10 


ACBD 


87 


BDAC 


50 


CDAB 


30 


DCAB 


5 


ACDB 


78 


BDCA 


30 


CDB A 


12 


DCBA 






The following illustrates the method of rating: The animals are 
lettered A, B, C, D and the judges decide that B, D, C, A is correct 
placing. A contestant placing them thus receives 100. Another 
contestant placed them B, C, D, A. He has transposed the second 
and third places i. e. 1, 3, 2, 4 corresponding to A, C, B, D of our 
percentage plan on placings, giving him 8 7. Others as follows. 



Card Placing 


Order 


Key 


Percentage 


BDCA (correct) 


1234 


ABCD 


100 


CBDA 


3124 


CABD 


65 


ADCB 


4231 


DBCA 


10 


BADC 


1423 


ADBC 


80 


DCBA 


2314 


BCAD 


70 



When the managing committee has marked contestants on plac- 
ing, one of the managing committee shall read all reasons to the 
judging committee on placing of one class. The judges are not 
to know the number or name on the paper. Each judge by refer- 
ring to his notes may decide the merits of the reason given. On 
a ballot he shall mark his percentage. These shall be pinned to 
the placing card and the average of the three ratings be given as 
the ranking on reason. Thus if the judges ranked a paper 50, 00, 
and 70 the percentage on reasons for that class would be (50-|- 
904-70)^3=70%. The judges in this way will not know num- 
bers or names of contestant who wrote paper and will mark solely 
on merits. Reasons will be marked for each class separately, for 
instance all of one class of dairy cattle, then the next, one of horses, 
the next, etc. 

In the state contest 30% was given on reasons and 70% on plac- 
ings.* When reasons and placings are completed they shall be com- 



^Changed In 1917, to 40% on reasons and 00% on placings. 



AGRICULTURE IN THE HIGH SCHOOL 



143 



piled as follows for each team. This is the record of the winning 
team at the state contest. 

STATE CONTEST RECORD 
Contestant No. 8 . Contestant No. 1 Contestant No. 15 



Dairy Cattle No. 1 

Dairy Cattle No. 2 , 

Swine No. l 

Swine No. 2 

Horses No. l 

Horses No. 2 , 

Totals 500 

70% Placings 350 (No. 8) 

30% Reasons 145.5 (No. 8) 

Final Mark 495.5 (No. 8) 

Team Mark 1402.8 



Place 


Reasons 


Place 


Reasons 


Place 


Reasons 


78 


83 


78 


85 


45 


81 


60 


72 


60 


SO 


80 


88 


90 


85 


80 


eo 


60 


70 


87 


75 


55 


65 


56 


82 


100 


87 


100 


85 


100 


88 


85 


83 


85 


85 


85 


85 



485 



470 



425 



3120.6 (No. 1) 
141 (No. 1) 
461.6 (No. 1) 



297.5 (No. 15) 
148.2 (No. 15) 
445.7 (No. 15) 



The team with the highest total is awarded first place. The in- 
dividual with the highest total is awarded first as individual 
contestant. It is suggested that all percentages, rankings accord- 
ing to placings and all computations be checked by the judging 
committee before an announcement is made. Send all placing cards 
with judges' placings and attached ballots on reasons to the state 
committee in charge so the report may be filed as evidence of the 
right of the winning team to compete. 



SOILS 

A. Geneiral Suggestions. A knowledge of a few of the funda- 
mentals of chemistry will assist in the study of soils. If chemistry 
is not offered in the course the teacher should spend some time in 
reviewing elements, bases, acids, salts, and simple chemical reac- 
tions as studied in general science. Soils work of a technical na- 
ture such as determination of phosphates in a soil is not adapted 
to secondary work but demonstrational exercises such as solubility 
of fertilizers, formation of acid phosphates from rock phosphate, 
determination of the capacities of soils for moisture, heat, etc., and 
a study of soil types of the community and their management may 
be more readily understood by the pupil and will permit of more 
practical application. 



144 AGRICULTURE IN THE HIGH SCHOOL 

Provision should be made for a supply of air dry soils and sub- 
soils of the community. Where troubles are found in growing of 
crops, samples of the soil should be collected and accurate descrip- 
tions of troubles recorded. A study of these is the most profitable 
type of classroom work in soils. Such cases give excellent oppor- 
tunities for home project work. 

Each school should secure a set of the soil survey bulletins of 
the state. If your community has been surveyed secure samples 
of the soil types mapped and teach pupils to read the maps and 
teach the management of each soil type. State Soils Survey, Agri- 
cultural College, Madison. 

A study of soils must deal with plants but this must be from the 
standpoint of their interdependence, the types best adapted to vari- 
ous crops and the preparation of soils so as to be most productive. 
The work should emphasize the physics rather than the chemistry 
of soils. The following is suggestive of a semester's work. 

B. Soils and Soil J eitility — Second Semestei' — Thii-d Year 

Relations of soil, land, and plant growth 

Soil formation, composition, types and properties 

Properties, care of and fertilizing values of farm manure 

Commercial fertilizers, types, value, mixing, application 

Water supply, movements, availability and conservation 

Temperature of soils 

Drainage, types, costs and eflQciency 

Practice in mapping, ditching and laying tile 

Management of important types of soil 

Soil tillage, methods, rotations, machinery i 

Green manuring, fallowing, humus 

Acidity of soil and liming 

Legumes and their relation to soil fertility 

Interpretation of soil survey maps 

Plant diseases 

Forest problems 

Landscaping 

Silos and silage 

Interdependence of plant and animal life 

C. Suggestive Outlines. Drainage is selected as a subject of 
importance to most communities and is outlined in a suggestive 
way. It will not necessarily be taught in the order outlined. This 
will be decided by availability of practical work, community needs 
and the experience of pupils. A survey to show the importance of 
this subject to the community, visits to drained and undrained 
areas, a study of the productivity of land drained, etc. will give a 
basis for a better understanding of its many problems. 

1. Demonstrational and Laboratory Exercises 

a. Study of root systems of plants where water levels are different. 

b. Determine water capacity of sand, loam, muck, clay and all types 
of soils in community. Begin with fine air dry soils and use equal 
volumes. 



AGRICULTURE IN THE HIGH SCHOOL 145 

c. Show that muck soil heats rapidly when moist and result when 
water soaked. Test temperatures of drained and undrained soils of 
same exposure to sun. 

d. Show that equal volumes of water and soil heat and cool differ- 
ently. 

e. Study points of greatest moisture for instance at foot of hill vs. 
a short distance beyond. Explain. 

f. Study tools used in drainage. 

g. Determining differences in elevation of places. Find fall per 
mile of a stream. 

h. Pupils make plane-table map of a field or several fields. 

1, Design a simple system of drainage. 

j. Computation as to cost of a drainage system. 

k. Practice in laying tile and drainage of a small area if possible. 

3. Organization of Subject. Mutter on Land Drainage 

a. Drainage as a local problem 

(1) Areas drained 

(a) Value before drainage 

(b) Present value 

(c) Cost of drainage 

(2) Undrained areas 

(a) Present valuation 

(b) Suggestions as to methods of drainage 

b. Land which could be improved by drainage 

(1) Area of such land in home community. Soil 

Survey maps 

(2) Area of such land in the state. J-3 

(3) Area of such land in U. S. W. W.-188 

(4) Kinds of land. J-23-25; L. F.-239; E-14-15 

(a) Flat land with highlands around 

(b) Tight level clays. Wis. Bui. No. 202-5-10 

(c) Potholes 

(d) Swales or sloughs 

(e) Bench marshes 

(f) Large backwater marshes. Wis. Bui. No. 

205-4-6 

c. Kinds of soil moisture. E. pp. 1-7; A. pp. 47-52 

(1) Gravitational — harmful to plants 

(2) Capillary — useful to plants 

(3) Purposes of drainage is removal of harmful 

water 

(4) Source or cause of excess water must be considered 

in determining type of drain 

(a) Too much precipitation on given area for 

natural drainage to carry off 

(b) Seepage from surrounding upland 

d. Types of drains. E. p. 7; J. pp. 5-23 

(1) Surface — accomplished by open ditches and sur- 

face runs 

(2) Underdrainage— accomplished by tile and to slight 

extent by open ditches 

( 3 ) Vertical drains 

(4) Dykes for retaining surface water from upland 

surrounding drained area 
(5 Pumping system in connection with dyke 

10 



146 AGRICULTURE IN THE HIGH SCHOOL 

e. Advantages of Drainage. J-3-4; E-20-21; L. F. 239- 
41; AV. W.-188 

(1) More water available to plants. W. W.-189; L. 

F.-241; E-21 

(a) Deeper roots developed through lower water 

table preventing drought and making 
available food supply 

(b) Free water injurious to plants is removed 

by drainage 

(2) Higher temperature in drained soils. W. W.-189; 

E-21; L. F.-242 

(3) Earlier cultivation possible. L. F.-240; E-20 

(4) Ventilates soil giving roots chance to develop and 

air for soil bacteria. L. F.-242; W. W.-189 

(5) Lessens crop failure due to excessive rains in 

spring. 

(6) Reduces erosion. L. F.-247 

(7) Convenience. W. W.-190 

(8) Reduces moisture of soil and consequent heaving 

of plants by freezing. L. F.-245 

(9) Improves structure of soil. L. F.-240; E-17 

(10) Removes injurious salts from alkali soils, and 

poisonous organic compounds. L. F.-247 

(11) Promotes sanitary conditions of community. 

E.-21 

(12) Prevents frosts. E.-21 

f. Surveying, designing and building drainage* systems 

(1) Field work preliminary to designing system. A. 

55-61 

(a) Land areas: rectangular sub-division, map- 

ping, sketch and computation of areas 

(b) Slopes and leveling: elevation, contour 
, line, profile, grade line — required grad- 
ient, and grade notes 

(c) Instrument work— leveling: establish out- 

let; determine most difficult point to 
drain; locate depressions or valleys; 
stratification of soil aids drainage; and 
record all surveys on map and level notes. 
E. 23-43 

(2) Types of drainage systems. A. 63-66 

(a)- Removal of surface water. L. F. 248-50; 
E. 23-7; W. W.-190; J.-7; J.-14 

1. Surface runs: dead furrows, sodded 

runs, size 

2. Diking at foot of highland to keep 

water off lowland 
(b) Removal of soil water. W. ■W.-191 

1. Deep open ditch: ordinary ditch and 
capstam ditch. J-19-21 

(3) Tile Drainage 

(a) Outlet of tile system — usually ditch or 

stream 

(b) Principles in locating tile 

1. Place main in line of natural drain- 
age 

Surface flow of water in that direction 
Stratification aids underdrainage 



AGRICULTURE IN THE HIGH SCHOOL I47 

2. Run in straight lines as far as possible 

3. Sub-main follow natural line of slope 

as much as possible 

4. In general the laterals should be run in 

direction of greatest fall 

May be necessary to lay laterals to 

intercept seepage water 

5. Avoid short laterals wherever a system 

with long laterals can be used — less 
double drainage 

6. Locate lines so that all of area can be 

drained 

(c) Systems of drains: natural, herringbone, 

gridiron, grouping, double main, Elking- 
ton. A. 66-68 

(d) Depth of drains is determined by nature of 

soil and thoroughness and rapidity 
of drainage desired E. 48; A. p. 68; 
B. pp. 160-175 

1. Clay soil in general shallowest. 2V^' 

2. Muck and peat below frost line. 3' 

3. Sand medium depth 

4. If necessary to cut off seepage water, 

place deeper 

(e) Frequency of drains is determined by effi- 

ciency and economy required. A. 70 

1. In dense clays generally place four 

rods apart. In other soils usually 
farther apart 

2. This is, however, a problem necessary 

to determine from nature of area to 
be drained 

(f) Size of tile, especially main. A. 53-57; B. 

130-145; J. p. 11 

1. Size of area that main drains 

2. Nature of that area, particularly if it 

has springy subsoil 

3. Position or shape of ai'ea 

4. Height of surorunding upland 

5. Degree of slope 

(g) Staking out the lines. A. 70 

1. Determine stations 

2. Designate system in orderly manner 

for mapping 

3. Establish grade stakes and lath to 

guide in laying tile 
(h) Location of ditches. A. 183-186 

1. Establish grade 

Uniform as possible 

May be as low as 6"-12" per mile 

2. Depth of ditches 

Make deep enough for thorough 
drainage 

3. Compute size and capacity of ditches 

by Elliott's formula 

4. Construction of ditch 



148 AGRICULTURE IN THE HIGH SCHOOL 

5. Types of ditching machines 
Floating dipper dredge 
Traction dipper 
Other types 
(i) Practice of laying tile 

1. Grade determnied by lath 

2. Excavating trenches and smoothing 

bottom 

3. Laying tile 

4. Curves and junctions 

Smooth, regular and gradual 

Make angles at junctions acute — 

never right angles 
Step off 

5. Protect outlets 

Sewer pipe or plank box 
Sci'een 

6. Auxiliary surface runs 

7. May be necessary to use silt basins 

Marked change of velocity from 
rapid to slow 

For purpose of emptying large num- 
ber of submains into one point on 
main 

8. Covering tile 

Blinding by hand 
Cover with team 
(j) Computation of cost. J. 10-11; E. 121-131 

1. Cost of labor 

2. Cost of tile 

Kinds of tile, — clay, concrete, wood 

3. Cost per acre 

(4) Comparison of open ditch, tile drainage, efficiency, 
capacity, convenience, cost and main- 
tenance 

Vertical drains. Used mostly for 
potholes. J. 21-22 
g. Increased production from drainage to pay for system. 
E. 132-8 
(1) Time to be considered 
h. Large systems. J. 33-37; E. 139-144 
(1) Cooperative enterprises 
2) Legal aspects. J. 14-19 
(3) Use of machine ditchers. J. 48-49 
i. Special drainage 

(1) Highway 

(a) Importance to good roads 

(b) Means of securing 

(2) Farm premises. Barnyards and cellars 

References used in Drainage Outline 

A — Elliot — Engineering for Land Drainage 
B — French — Farm Drainage 

J— Wisconsin Bulletin No. 229— The Right Drain in the Right Place 
E — Elliott — Practical Farm Drainage 
WW— Whitson and Walster- Soil and Soil Fertility 
LF — Lyon and Fippin — Soils 



AGRICULTURE IN THE HIGH SCHOOL 149 

3. Special Reports by Pupils 

a. Drainage systems of Holland 

b. Ditching for the Panama Canal 

c. Drainage districts of Wisconsin and your county 

d. The drainage laws of Wisconsin 

r 

4. Home projects for soils 

a. Leveling and planning a drainage system and assistance 

in installation 

b. Fertilizer tests with crops, compare manure with com- 

mercial fertilizers, etc. 

c. Production of corn crop on marsh soil where it has been 

a failure due to lack of phosphorus and potassium or 
other causes as determined through study 

d. Liming and inoculation of soil for an acre of alfalfa 

e. Pot test with soils to determine limiting elements 

f. Field plot tests of soil to determine fertilizing elements 

needed 

g. Fight for a season to rid farm of noxious weeds, area de- 

termined by weed and by extent of distribution 
h. Care of farm manure for season to conserve all liquid 
manure and prevent leaching 

FARM MECHANICS 

A. General suggestions. This work should include a study of 
buildings, equipment, machinery, and the various conveniences 
and labor saving devices which contribute not only to the financial 
success of farming but to the comfort, health and enjoyment of the 
home. It is highly important that boys in this course should gain 
an intelligent commond of such problems, as the construction, use 
and repair of the most modern farm machinery, the planning and 
construction of the best buildings, the construction and repair of 
good roads, the installing and use of the best farm conveniences 
and the providing of the most sanitary conditions about the home. 
This study is valuable not only because of its practical value on 
the farm, but also because it furnishes the most interesting and 
valuable applications of the principles of physics, which often have 
all too little interest to farm boys. Two phases of work should 
be em.phasized although these two need not be separated in any 
arbitrary way. There should be regular and systematic instruc- 
tion covering the topics outlined below. 

About the only suitable text for this work is Davidson's Agri- 
cultural Engineering. This book should be supplemented by the 
use of a good deal of reference material. See list of literature 
under "Farm Mechanics." 

Along with this instruction work should be carried a large 
amount of practical or project work in the construction of farm 
buildings and concrete work and in the installing and operation of 
the best equipment. Some suggestions for this work have already 
been made under Manual Training for the fourth year. That work 



150 



AGRICULTURE IN THE HIGH SCHOOL 



-^Si0^ 








SCH(X)r. i;ai;x 



i/r i;v A(;i;[("ri/rfi:i': classics a'I' (JREEN ba^Y, 

WEST SIDE HIGH SCHOOL. 




CEMENT BLOCK SHOP BUILT BY AGRICULTURE CLASS AT MON- 
DOVI HIGH SCHOOL. 



AGRICULTURE IN THE HIGH SCHOOL ]51 

should be made a part of this plan and considered as the laboratory 
side of the work. Even in schools giving the special manual train- 
ing course, the manual training side should be very closely cor- 
related with this work in Farm Mechanics. 

B, Outline of Farm Mechanics 

Agricultural surveying: measurement and sub-divisions of land, U. S. 
public land survey, instruments, map making, etc. 

Laying out the homestead: space for lawn and landscape planting, 
drives, location of buildings, garden, home orchard, etc. 

Arrangement, design and construction of homes and farm buildings 
Study of plans and blue prints, types of construction, materials, 
cost, emphasize dairy barns, barn equipment 

Labor saving devices of the home 

Conveniences and sanitation: heating, lighting, ventilation, water sup- 
ply, sewage disposal. Send to State Board of Health for literature 

Construction, operation and efficiency of steam and gas engines, tract- 
ors, etc. 

Construction and operation of automobiles 

Concrete Construction: silos, water tanks, side walks, troughs, fence 
posts 

Farm Machinery. See special outlines 

Ventilation of farm buildings: King system 

Roads: Importance, construction, machinery, the road drag, bridges 
and laws, state control 

Rope and belt work 

Practical bench and forge work related to farm building and concrete 
construction 

C. Special Siiggestioms on Treatment of Topics 

1. Constmction work. For list of tools and other materials 
needed see lists under equipment. For further suggestions see 
outline and suggerlions under fourth year manual training. If 
previous work outlined under manual training has not been done, 
some work should be carried on here in mechanical drawing, mak- 
ing and reading of working drawings, and in working out some 
woodworking projects such as step ladders, gates, wagon boxes, 
trap nests, etc. See outlines, suggestions and references under 
manual training. See especially Brace and Mayne — Farm Shop 
Work and Roehl — Agricultural Woodworking. See literature lists. 

2. Si>ecial helps. The best place to study farm machinery 
will be with the local dealer in farm implements. Make arrange- 
ments for pupils to help in setting up different types of machinery. 
This has been done by many schools with excellent results. Study 
differences of construction and consider common troubles. For in- 
stance have pupils regulate corn planters for checking, drilling, dif- 
ferences in distance between rows, etc. Test out seeders and drills. 
Note and compare improvements on different makes of machines. 
Have a definite outline to follow and avoid waste of time. 

Arrange to get a gas engine for study at school. In a number 



152 AGRICULTURE IN THE HIGH SCHOOL 

of schools old engines which have been abandoned have been se- 
cured and pupils have taken the project of repairing and getting 
such a machine to running. Make comparative studies of differ- 
ent types found in the community following some definite outline 
in the study of each engine. In many schools the gas engine used in 
the basement for pumping water or running a motor may be used 
for special study. 

In the study of plows plan a plowing demonstration and ar- 
range a plowing contest for some Saturday. Such contests arouse 
unusual interest. If there are tractors in the community these 
should receive special study and a contest in plowing by tractors 
might be arranged. The operation of all types of machinery should 
be emphasized. A mere bookish description of machines and dry 
descriptions of what they are used for has little value. 

Visit well-equipped farms in the community for the study of 
machinery and buildings. Don't miss the demonstration farms 
about the state. 

Collect catalogs and other literature relating to machinery, build- 
ings and building equipment. See list of "Miscellaneous Helps" 
under "Equipment," such as James barn equipment, J. I. Case 
threshers and tractors, Deere & Co., plows and tractors, and the 
I. H. C. general farm machinery. Collect, study and compare ad- 
vertisements of automobiles. See that the best along every line of 
equipment is brought before the pupils in a visual way as far as 
possible. Use the bulletin board for the display of pictures or il- 
lustrative material of special interest. 

Write for material from the State Board of Health, Madison, on 
sanitary conditions of the home. 

D. Special Exercises. The following exercises are typical of the 
kinds that may be worked out: 

i. Construction of Engines 

a. Names of engines, manufacturers and where manu- 

factured 

b. Types of engines 

c. Rated H. P. and R. P. M. 

d. System of ignition used 

e. Kind and location of carburetor 

f. System of cooling used 

g. Take engine apart, noting the number and relative posi- 

tion of piston rings and provision to keep the joints 
from getting all in the same straight line 

The engine must be completely set up and by aid of the instruc- 
tor timed and wired. Study several makes. Tear down and set 
up. 

2. Battery study. Make a thorough study of the construc- 
tion of a dry cell that is worn out. Diagram horizontal and verti- 
cal sections of the same. 



AGRICULTURE IN THE HIGH SCHOOL 153 

Select a partially worn out cell and a new cell and carefully 
measure the amperage and voltage of each by means of the volt- 
meter and ammeter. Punch holes in the weak cell and place it in 
a vessel of water for 24 hours and test again. Take all readings 
quickly and keep records of each. 

Arrange cells in series and test. Arrange same number of cells 
in multiple and test. How does voltage, amperage and resistance 
compare in each case and also with that of the cells separately? 

Study the construction of a primary induction coil and explain 
its action. 

3. Jiuiii> Spark Igiiitioii 

a. Introduce the coil in a circuit of six cells in series and 

test for voltage and amperage and notice length of 
spark jump 

b. Place the cells in multiples and repeat 

c. Place the six cells in multiple series and repeat 

d. Put spark plug in circuit and repeat a, b and c 

e. Try the effect of moisture oil and dirt on the points of 

tne spark plug 

f. Draw diagrams of a, b. c and d 

4. Wiling 

a. Wire up a number of single cylinder engines with make 

and bi-eak ignition 

b. Repeat a for jump spark. Diagram the methods of 

wiring 

5. Gas Engine Troubles 

The engines will be put in some usual trouble by the instructor 
and the students will be required to put tjiem in running order and 
write a report of the trouble and their means of remedying it. 
C. Construction of Pious (Gang and Sulky) 

a. Name of plow and place of manufacture 

b. Size of bottom 

c. Beam or frame hitch 

d. High or low lift 

e. Hand or foot lift 

f. Method of guiding 

g. Style of landside, (high, low, long, short or medium) 
h. Is landside necessary 

i. Is beam in line with plow bottom? If not, why not 
j. How are front and rear furrow wheels attached and for 

what purpose 
k. What is purpose of coulter, and weed hook 
1. Remove bottom 
m. With aid of instructor determine amount of land and 

wing suction 
n. Number of pieces in plow bottom 
o. How reinforced 

7. Harrows 

a. Smothing Harrows 

(1) Name of harrow and where manufactured 

(2) No. and width of sections 



154 AGRICULTURE IN THE HIGH SCHOOL 

(3) Shape, length and number of teeth. Distance 

apart. How fastened 

(4) Kind of frame 

(5) Are sections 

(6) Can teeth be thrown at various angles 
b. Disc Harrow 

(1) Name and place of manufacture 

(2) Style: full disc, cut away, spade or spike 

(3) No. of discs to a section. Space between and how 

cleaned 

(4) Diameter of disc. Is large or small disc prefer- 

able 

(5) Are there wheels for transporting disc 

(6) Where would you use the four styles of discs 

8. Cultivators 

a. Name of cultivator and place of manufacture 

b. Tongue or tongueless, riding, and walking or both 

c. Single or double row 

d. Disc or shovel and number of same 

e. Is there a leveler behind shovels? Why is one desirable 

f. Hand or team lift 

g. Wheels: kind, height, width 

h. What effect will the variation of the height of hitch 
have on penetration of the cultivator? Is it desirable 
to cultivate deep 

9. Fanning 51111 ' 

a. Name and place of manufacture 

b. Does mill clean, grade and separate grain? If so, how 

many grades 

c. Is separation according to size or weight of kernel 

d. Which way do sieves move 

e. What was the R. P. M. of the handle 

f. Compute the R. P. M. of the fan 

g. Place a bushel of uncleaned oats in the hopper and 

clean by use of the oat sieve. Find % of seed grain; 
% of small and light grain, and % of weed seed and 
dirt. Report for barley and wheat 

h. Problem. If a seeding of 3 bushels of good seed oats 
will give a yield of 40 bushels per acre, granting that the small and 
light grain and seed and dirt will not yield, what would be the loss in 
bushels on a 40 acre field of oats if you sowed oats similar to those you 
cleaned? 

10. Grain Drills 

a. Name and place of manufacture 

b. Width 

c. Number of horses 

' d. Furrow openers, — kind, number. Give advantages and 

disadvantages of each 

e. How is grain conveyed from seed box to ground 

f. If discs are used to open soil, are they in line or not? 

Why 

g. How do you regulate amount of seed sown 
h. How are discs or shoes held in ground 

i. Has drill a seed attachment 

j. Where and when would you use a seeder in preference 
to a drill 



AGRICULTURE IN THE HIGH SCHOOL 155 

11. Com Planters 

a. Name of planter and where manufactured 

b. Kind, size and width of wheel 

c. May distance- between wheels be changed? What is 

present width 

d. Kind of furrow opener 

e. How is depth of shoe regulated 

f. Vertical or horizontal fork and how is wire held within 

g. How is planter changed for drilling 

h. How is the number of kernels per hill regulated 
i. Block up the machine and fill boxes with corn, put 
machine in gear and turn wheels until you have 100 
drops. Keep record number of kernels each time and 
take the average. Repeat for several different sets of 
plates. Remove the tips and butts of ears and use the 
uniform corn for one series of tests and for the sec- 
ond series use corn taken from all parts of the cob 
and compare the accuracy of drop. 

12. Maiiiu-e Spreaders 

a. Name and where manufactured 

b. Type of apron. (Advantage and disadvantage of each) 

c. Can apron be tightened? How tight should it be run 

d. Does apron start at same time as beater? Why 

e. How is beater driven 

f. If machine has a rake, what is its use 

g. Find capacity of box in cubic feet and bushels 

h. Which is preferable, steel or wood wheels? High or low 

wheels 
i. How is the number of loads per acre regulated 
j. Should a machine be thro\yn in gear while the team is 

moving 
k. How should the spreader be loaded? Rear or front first 

13. Binders (Grain) 

a. Name and place of manufacture 

b. Width of cut 

c. Open or closed elevator 

d. Is there a provision for slackening the elevator 

e. Why is a serrated section used on a binder and not for 

the mower 

f. Number of reel slots and arms 

g. How would you place the reel to catch grain that was 

leaning away from the platform? Toward the plat- 
form? Straight 

h. What is the purpose of the retarder on the platform 

i. Kind of butt adjuster. Can it be adjusted from the 
driver's seat 

j. Can the binder part be shifted? Which way would you 
throw it for tall grain? Short grain 

k. Loosen and tighten the knotter belt noting the effect in 
each case on the knot 

1. Do the same with the twine disc and note effect 
m. Does knife move toward twine or remain stationary 

n. If binder were missing continuously where would you 
look for the trouble and what would you do 

0. Practice threading the binder from box to needle 

p. Would you oil the chains a little or at all 

q. Which way should a chain be run 



156 AGRICULTURE IN THE HIGH SCHOOL 

r. What, are some of the brands of twine and the prices of 
each 

s. Can size and tighteners of the bundles be varied? How? 
In what case would you make small bundles? Large? 
Which is more economical on twine used 

t. Where would you place the tilting lever on the quad- 
rant when on the level? Going up hill? Down Hill 

14. Road Woik 

The road work will cover a period of about one week and will con- 
sist of assigned reading and actual observation of road work and 
machinery. It is intended that this work be given about the latter 
part of May when road work is in progress. 

a. Benefit derived from good roads 

b. Sources of revenue for road improvement 

c. Some practical systems of road management 



FARM MANAGEMENT 

The study of farm management is perhaps the most diflicult of 
the agricultural subjects. In this work comes a casting-up of 
accounts on the various activities of the farm, The work should 
treat of local conditions and not a study of tables compiled in other 
states. A single entry system of bookkeeping or some other simple 
plan of accounts should be taught. An analysis of the good and 
bad in farms of the community will make the work practical and 
valuable. 

Practically all of the agricultural work has dealt with the labor 
of the farmer. In farm management an opportunity is given for 
a study of the problems of the home, its conveniences, labor saving 
devices, social life and pleasures. This phase of farm management 
and a study of advancement along these lines are vital for the 
future of the rural community. 

A. Geiiei-al Outline of Farm Management — Second Semester- 
Fourth Year. 

Development of American agriculture 
Business forms, notes, receipts, bills, contracts, etc. 
Practical farm bookkeeping, farm records, farm inventory 
Types of farming and results, special advantages of stock 

farming 
Cost production of crops, animals, etc. 
Pure bred vs. grade or scrub live stock and seed 
Mapping the farm: The farmstead, apportionment of crops, 

pasture, woodlot, etc. 
Systems of crop rotation, remapping the farm 
Farm and home conveniences 
Farmers' organizations: granges, live stock, breeders and pure 

seed associations 
Agricultural extension services, county representatives 
Factors affecting farm profits 

Management of soil, live stock, machinery and labor 
Choosing a farm 



AGRICULTURE IN THE HIGH SCHOOL 157 

Study of farm home, social life, rural school trade centers, 

etc. 
Special rural problems: Cooperative buying and marketing, 

rural credits, etc. 
Surveys of local farms or projects 

B. Treatment of Topics 

■ In the study of the various topics of the following outline it 
is probably best to use several farms of the community as models 
for study in the light of the reference readings. For instance, in 
the mapping of a farm all might work with one farm and make a 
study of the same. When this is completed each may make the 
same type study of the home farm or an assigned farm and report 
as a special topic. Each may make inventories, study of rotations 
and finally the remapping. This will give an opportunity to study 
the home farm and make plans for the improvement in operation. 

1. Laboratory and Field Exercises 

a. The Farmstead — Manning and renlanning of home farm- 

stead. Maps to be bhie printed 

b. Renlanning of buildings, on home farm, making of blue 

prints of plans of new buildings and improvements 

c. Mapping of farm 

Making of blue print map of home farm 

d. Tvnes of Farming — Visits to different farms 

e. Rotations — Planning of rotations to fit farm plans 

f. Remapping of own farm and transition plans 

g. Management of Live Stock 

Keeping of milk and feed records and the testing of milk 
h. Farm bookkeeping and farm inventory work 
i. Feed and milk records 
j. Farm records for the year and second inventory 

2, Organization of Subject Matter 

a. Farm Planning 

(1) The Farmstead. Illinois Cir. 17 — "Illinois Way 
of Beautifying Farm": Boss, F. M. n. 71: War- 
ren, F. M., n. 394-401: Boss, F. M. p. 67-70; 
Warren F. M., p. 389: Minn. Bui. 12.5: Warren, 
p. 388: Boss. p. 64-78: Minn. Bui. 125: Farm- 
ers' Bulletin. No. 185. Beautifying the 
Home Grounds. 

(a) The grounds: attention given to laying out 

of lawns, the banking of shrubbery, the loca- 
tion of trees, the matter of roadways, walks, 
etc. 
Gardens and flowers 

(b) The buildings as to: location with respect 

to roadways, location with respect to each 
other, location with respect to sanitation, 
location Avith respect to artistic appearance, 
size of buildings for different enterprises, 
and internal arrangement to promote sav- 
ing of labor and space 

(c) Location of the farmstead: shall be such as 

to promote economy in getting to and from 
fields, shall be such as to minimize as much 
as possible social isolation 



158 AGRICULTURE IN THE HIGH SCHOOL 



(d) The size of the farmstead: shall be in pro- 
portion to size of farm, is often determined 
by the farm business 

(2) The Mapping of the Farm. Boss, p. 79-90; Watten p. 

365-402; Minn. Bui. 125, p. 50-96 
The methods of making maps, pacing off the dimensions 
of fields, designating contour of fields, crops on them. 
location of buildings, lanes, trees, low places, road- 
ways, etc. The gathering of necessary data, number 
of animals kept, future plans of the owner, kind of 
soil, number of soils, drainage conditions, acreages, 
etc. 

(3) Types of Farming. Boss, p. 43-51; Warren, p. 43-182; 

Minn. Bui. 1*25, p. 18; Bailey's Cyclopedia of Agri- 
culture. See index 
Study of types of farms classified according to the en- 
terprises carried on: vegetable, fruit, crop, mixed 
stock and crop, live stock and dairy 
Study to be according to requirements, advantages, dis- 
advantages, incomes, relation to soil fertility, relation 
to labor question and capital needed. 
4) Systems of Crop Rotation. Minn. Bui. 125; Bailev's Cyc. 
of Ag.; Wilson & Warburton, p. 503-521; Boss. p. 
92-101; Bailey's Cyc. of Ag., Vol. 2, p. 92-109 

(a) Advantages of rotation. 
Increase of soil fertility 
Reduction of expense of labor 

Better distribution of labor throughout the year 
An increase in quantity and quality of products 
Better control of crop diseases and pests 

(b) Disadvantages of no rotation 

Prevents any business organization of farm enter- 
prises 

Makes the farm operations too variable from year 
to year 

(c) The rotation plans 

Treatment of rotations best adapted to the types of 

farming taken up in (3) 
Rotations adapted to varying kinds of soil 

(d) The relation of crop rotations to farm organization 

and planning 
(5) The Remapping of the Farm. Bailey's Cyc. of Ag., 
Vol. II, p. 90-109; Warren, Farm Man. p. 365-416; 
Boss, Farm Man., p. 79-102; p. 152-167; U. S. Bui. 
236; B. P. I. Minn. Bui. 125 
(a) Points to be considered 

1. The adaptation of the plan to the kind of farm- 

ing that is to be pursued 

2. The best utilization of the different soils and 

the exposures and natural features of the place 

3. The economizing of the time and labor spent 

in reaching all parts of the place 

4. The best location of buildings with reference 

to eflficiency of administration 

5. Such layout as will best provide for rotation of 

crops and the maintenance of soil fertility 

6. A proper proportion between the different parts, 

as between tilled and unfilled land, forest 
and open, meadow and pasture, forage crops 
and grazing, and orchards and annual crops 



AGRICULTURE IN THE HIGH SCHOOL I59 

7. Provision for the necessary live stock 

8. Such shape and size of fields as will best lend 

themselves to economical working 

9. Provision for the more personal parts of the 

place as gardens, yards and ornamental feat- 
ures 
10. The development of the artistic or attractive 
appearance of the entire farm 
(b) Problems of transition period 

1. Adjustments to secure proper rotation 

2. Economy in fencing to be considered 

3. Adjustment of plan so as to make use of pres- 

ent seeding 

The aim in remapping a farm is not to make a plan that neces- 
sarily can be carried out in a few years but to provide a plan to- 
ward which all changes and improvements made on the farm can 
be directed so that in the end every farm will some day have a lay- 
out that is ideal. 

b. Farm Operations 

(1) Management of Soil. Bailey's Cyc. of Ag. ; any good test 

on soils; U. S. Bui. 192; Hart's Ag. Chem., p. 221; 
Boss, p. 123-139; Bailey's Cyc. of Ag.; Warren, p. 
183-202; p. 402-415: Boss, p. 92-101; Wilson & 
Warburton, p. 503-521; Minn. Bui. 125; Cir. 10, 
Iowa; Liming, Wis. Bui. 230; Wis. Bui. 202; 
(Drainage)— Wis. Buls. 138. 199, 229; Wis. Bui. 
205; Boss, p. 102-112; Wis. Bui. 204 

(a) Effects of various methods of tillage 

(b) Relation of live stock to soil fertility 

(c) Effect of crop rotation 

(d) Value of green manuring 

(e) Liming — costs, value, etc. 

(f) Management of clay soils: special cultivation, 

drainage, crops, adapted, and maintenance of 
fertility 

(g) Management of marsh soils: Same as under f 
(h) Management of sandy soils: Same as under f 

(2) Management of Live Stock. Wis. Bui. 235; Warren, p. 

212-217; Wis. Ext. Cir., Literature of Live Stock 
Breeders' Assn.; Hart's Agr. Chem., p. 119-154; 
Wis. Rul. 221: Eckles Dairy Cattle p. 132-154; 
Ross. p. 195-196; Warren, p. 217-220; Community 
facts; Facts from general knowledge; Article in 
Country Gentleman, Jan. 16, 1915; Articles in 
Breeders' Gazette from time to time, studies In 
the neighborhood; Boss, p. 123-140 

fa) Value of soiling crops 
^ (b) Value of silage 

(c) Economy of proper rotations 

Cd) Value of pure bred sires 

(e) Economy in handling of manure 

(f) Importance of keeping milk records and of testing 

(g) Value of county breeders' associations 
(h) Value of cow testing associations 

(i) Profits of fall feeding 

(j) Economic study of stockers and feeders 



160 AGRICULTURE IN THE HIGH SCHOOL 

(3) Machinery. Boss, p. 112-122; Minn. Bui. 117; Warren. 

Chap. 12 

(a) Captital to be invested in. See Capital 

(b) Depreciation due to use and misuse 

(c) Housing and protection 

(d) Economy of good care 

(4) Management of Labor. Boss, pp. 140-152; Warren, p. 

331-354; Cornell Bui. 295 

(a) Kinds of farm labor — ordinary and man- 

agerial 

(b) Contracts and terms of hire 

(c) Means of increasing the efficiency of farm 

labor: Bonuses, presents, shares 

(d) Value of furnishing steady employment 

(e) Number of hours per day 

(f) Rainy day schedules 

c. Business Side of Farmins:. Boss, p. 20-34 

(1) Factors of Production. Chap. 2, Taylor's Ag. Economics; 

Unpublished Bulletin by Otis; Boss, p. 18: War- 
ren, p. 290 and 295; Report of Director, Wis. Sta- 
tion, 1913, p. 12-15 

(a) Land — Relative prices of throughout U. S. 

(b) Labor 

(c) Capital. Relative proportions in fixed and opera- 

tive 
Relation of capital to profits 
Relation of capital to tvpe of farming 

(2) Farm Bookkeepine — Eight Weeks. Warren, p. 428-429; 

Boss, p. 177-198: IT. S. Bui. 511: Farm record 
book of Nat. Phosphate Co.; Cole's Accts; Vye's 
Accts; Cornell Bui. 295: Otis' Farm Management 
blanks: Otis' New Bookkeeping Book (This book 
is a simnle book of single entry and seems to be 
about fhp most sensible at the present time for 
the avprage farmer). 
(a) Studies in inventories, cash and bank, live stock, 
crop, personal, accounts, summaries of business 
Records,— feed, milk and labor, feeding records 
Farm surveys and analyses — to find where profits 
and losses are 
Cb) Need of office equipment 

Parts of: letter and receipt files, bulletin cases 
Value of letter heads, methods of indexing 
(c) Value of advertising and of farm names 

Value of reading farm papers and bulletins 

(3) Factors Affectinsr Farm Profits — from studv of successful 

farms. Studies of summary sheets for the differ- 
ent counties entered, in annual State Farm Con- 
test — available at College of Agriculture; Boss, p. 
199-214: Warren, p. 535-565 

fa) Man hours per man per year 

fb) Horse hours per horse per year 

(c) Receipts per cow per year 

(d) Receipts j)er horse per year 

(e) Receipts per ewe per year 

(f) Receipts per sow per year 



AGRICULTURE IN THE HIGH SCHOOL 161 

(4) Marketing and Cooperation. Boss, p. 204-211; Warren, p. 
416-428 

(a) Time to sell products — seasonal periods of high 

prices 

(b) How to market 

(c) Value of grading and packing 

d. Cost Accounting. U. S. Bui. 572; U. S. Bureau of Statistics, 

Bui. 73; Minn. Bui. 124; Boss, p. 167-176; Warren, 
p. 440-493 
■ (1) Costs of producing grains 

(2) Costs of dairy pi'oducts 

(3) Costs of man labor and horse labor 

(4) Costs of shelter 

(5) Costs of upkeep of buildings, machinery and fences 

e. Choosing a Farm. Boss, p. 53-63; Warren, p. 517-534; Bailey, 

Vol. 1, p. 133-139 

(1) Healthfulness, neighbors 

(2) Nearness to market 

(3) Schools and churches 

(4) Suitability to buyer 

(5) Producing capacity, soil, climate 

Study of Farm Score Card — See Boss, 62 

f. Study of Farm Home 

Home conveniences; water supply, heating, lighting, sewage 

systems 
Labor saving devices 

g. Development of American Agriculture. Boss, p. 7-14; Carver 

Rural Economics; Taylor, Chap. 11; Boss, p. 35-42 

(1) History of settlements 

(2) History of development of ranges — Homesteading 

(3) History of development of machinery 

(4) History of live stock improvement 

(5) Changes from grain farming to dairying in Wisconsin 

(6) Changes in methods of acquiring land — Land values, 

rentals, cash and share rents, mortgage and the use of it 
3. Special Repoi'ts by Pupils 

a. Wisconsin Farm Management Contests. 

b. Reports on successes of special people in special lines of farming. 

c. The history of the development of farm machinery 



MANUAL TRAINING 

This work is well adapted to arouse unusual interest in pupils 
at the very beginning of the high school course. Furthermore, 
some work in this line is of the greatest value in connection with 
the agricultural course. The work should in general consist of a 
series of practical construction projects, which should be related 
as closely as possible to the projects in agriculture and to the 
home needs of the pupils. Some instruction should be given in the 
use and care of tools and in the proper methods of setting screws, 
driving nails, planing surfaces and edges, constructing joints and 



11 



162 AGRICULTURE IN THE HIGH SCHOOL 

doing other typical forms of work. However, in schools not hav- 
ing regular manual training departments, there need not be much 
formal class work. Pupils need not necessarily work altogether 
in set periods, but may put in considerable work at odd times. 
The teacher should meet the whole class occasionally to talk over 
work done and plan new work. 

A minimum of three hours should be devoted to the work each 
week. If pupils are properly directed they will probably be eager 
to spend a much larger amount of time on their projects. As pre- 
viously stated, schools offering the regular manual training course 
should not expect agriculture students to take this course, but 
should arrange a briefer course especially adapted to farm needs 
for these students. The idea here should be to develop some skill 
as a rough carpenter or blacksmith rather than to train a skilled 
artisan or cabinet maker. Pupils should be encouraged to bring 
articles from home that need repair and this I'epairing should be 
counted as a part of the school work. Wherever possible pupils 
should further be encouraged to set up a shop at home for bench 
and forge work. The whole idea should be not to give a highly 
developed manual training course, but to give the largest oppor- 
tunity possible for rural pupils to work out the practical problems 
of their home life along this line under the conditions of the smal- 
ler high school of the rural type. With the teaching force avail- 
able in most of these schools the highly Systematized course is 
not possible, whereas a large amount of valuable worlc can be done 
if opportunity is offered, with such instruction as the agriculture 
teacher can give and with a very small equipment. 

Further helpful suggestions will be found in the following bul- 
letins of this department: High School Manual, Common School 
Manual, 16th edition, and the Special Manual Training bulletin 
for high schools. Two valuable books for the kind of work out- 
lined here are: Brace and Mayne — Farm Shop Work — American 
Book Co.; Roehl — Agricultural Woodworking — -Bruce Publishing 
Co., Milwaukee. The former treats of woodworking, blacksmith- 
ing, cement and concrete work, and leather work, while the lat- 
ter is devoted entirely to woodworking. Both books give many 
valuable sketches and designs. 

It is advised that good work benches be purchased, but satis- 
factory ones may be made by the class. One of the first exercises 
may be the construction of benches, or if benches are purchased, 
the setting up of benches and construction of tool racks, cup- 
boards, etc. This should be a class project planned and directed 
by the instruetor but done very largely by the pupils. In one 
place in the state a shop building, 16'x24'x8', made of cement 
blocks, was made by the pupils and fitted up with benches, forge, 
tools, cases, etc. When a good shop has been arranged the fol- 
lowing outline of work may be taken up. 



AGRICULTURE IN THE HIGH SCHOOL 163 

FIRST YEAR 

Woodworking Projects 

♦ 

Use and care of tools: names, purpose of each, handling, sharp- 
ening, keeping in place. Introduce this instruction as it is needed 
in connection with the projects rather than all at one time. 

Free hand sketches or working drawings of problems; how to 
lay out a drawing, how to show dimensions, how sections are 
shown, labeling, lettering, use. 

i/s" cross section paper is useful for full size and scale drawings. 
Some practice should be given in making assembled or complete 
drawings, and in doing neat labeling by use of figures or letters. 
A few drawing instruments are useful for showing inclined faces, 
tangent edges, circles, sections, etc., but it is not necessary that a 
complete set of drawing instruments should be obtained for this 
part of the work. Emphasize pencil drawing for the first year. 

Projects: These should emphasize the smaller type of problem 
that may be used about the farm home or the farm. The follow- 
ing list will give a good opportunity for selection: 

Tool chest Seed testing box 

Hammer handle Bird house 

Miter box Chicken coop 

Nail box Chicken feed box 

Sawhorses Trap nest 

Workbench Egg tester 

Sawbuck Corn rack 

Sewing horse Corn dryer 

Bench hook Gate 

Stepladder Sheep feeding trough 

Milk stool Cattle rack 

Neck yoke Wagon box 

Whippletree Hayrack 

Wagon jack Hog rack 

Wagon reach Dog house 

Three horse evener Portable hog house 

Wash bench Road drag 

Wheelbarrow Tree pruner 

Clothes stick Blue print frame 

Clothes rack Table for milk tester or other 

Farmer's level purpose 



RECONT> TEAR 

Woodwork and Forge Work 

If it cannot be arranged to secure a forge, the work of the pre- 
vious year may be extended to cover the second year. If possible 
the woodwork should be combined with the forge work. Many 
of the projects lisled above require some iron work for completion. 
It is sometimes possible to make arrangements for the hoys to do 



164 AGRICULTURE IN THE HIGH SCHOOL 

some work at a local blacksmith shop in completing this necessary 
iron work. The complete outfit for one forge need not cost over 
$50.00. See list of equipment. 

The work should be along the lines outlined under woodwork 
including use and care of tools, working drawings and working 
out of projects. 

Projects: The following iron working projects are suggested in 
addition to the ironwork required for woodworking projects such 
as those in the above list. 

Staple Swivel 

Gate hook device 

Bolt Shovel and poker 

Iron stakes Harness hook 

Chain links Wrench 

Tongs 

Leather work connected with ordinary harness repairing may be 
taken up if there is time. A very small equipment is required. 
See equipment. The sewing horse may be made. The work should 
include cutting, shaping, fitting and sewing of leather needed for 
emergency repairing of harness and belting. For further sugges- 
tions see Brace and Mayne — Farm Shop Work. 

THIRD' YEAR. 

Mechanical Drawing 

For this work a drawing board may be made or purchased. 
Drawing instruments should be purchased by each pupil. For 
prices see Central Scientific Company, Catalog M, or C. H. Stoelting 
Company, Chicago. Special drawing tables are desirable but not 
necessary. They are often constructed by pupils where sufficient 
equipment and time are available. 

The work in this course should extend and give further practice 
in free hand sketching and the making of working drawings in 
connection with the projects undertaken in the previous work. 
From this viewpoint, the work should be made as practical as pos- 
sible in dealing with problems which are of interest and use to 
the pupils. At the same time, the plan of work should aim to 
give a more systematic treatment of the typical operations and 
conventions used in the best drawing room practice. A good man- 
ual should be in the hands of the teacher as a guide. See under 
literature of FaVm Mechanics and Mechanical Drawing. Some es- 
pecially simple and helpful material is to be found in Chapter I of the 
Supplement of Burton's "Shop Practice." 

Attention should be given to the following phases of work as far 
as time permits: Use of Gothic letters and figures, use of scale 
drawings, mechanical lines, free hand drawing of problems on Vs" 



AGRICULTURE IN THE HIGH SCHOOL 165 

cross section paper, use of drawing instruments for problems hav- 
ing inclined faces, tangent edges, circles and sections, perspective 
sketching and elevation drawings, orthographic projection from free 
hand working drawings, tracing and blue printing, geometrical con- 
structions. 

FOURTH YEAR 

Cement Woi-k and Farm Building Oonstruction 

This work should be linked very closely with the Farm Me- 
chanics of the first semester. 

For the concrete work, instruction should be given in the proper 
mixing of concrete, making of forms and methods of reinforcing. 
The forms should be made by the pupils in most cases. Silo 
forms may be obtained through the agricultural college. 

The projects should as far as possible grow out of actual com- 
munity needs or be connected with other school and home projects. 
To illustrate, the farm mechanics class at Mondovi built a cement 
block farm shop. At Dodgeville the frame for a hotbed was con- 
structed. Cement shower baths and basement floor were con- 
structed at Sun Prairie. West Side high school class at Green Bay 
put in a concrete floor in the school barn. The following list of 
projects is suggested. Most of them have been carried out in 
the state. 

List of Concrete Projects 

Sidewalks and floors Fence posts 

Steps and foundation walls Flower boxes 

Silo foundations Lawn seats 

Feed troughs Hotbed frame 

The work in farm building construction should also be of a prac- 
tical nature. At Green Bay West Side and at Viroqua, small 
school barns have been constructed. At Green Bay, East and 
West sides, poultry houses have been built. The cement block 
shop at Mondovi, already referred to, gave considerable practice 
in farm carpentry as well as in cement work. In a large number 
of places pupils have constructed poultry houses at home. 

The instruction side should be covered in the Farm Machanics, 
(See outline), and the work here may be considered as the labora- 
tory part of that work. The work should include the drafting of 
detailed plans, the making of blue prints and the erecting of small 
farm buildings such as barns, milk rooms, garage sheds, hog houses, 
poultry houses, etc. The architectural drafting should be broad 
enough to include complete estimates of quantity and cost of mate- 
rial. A study should be made of different methods of construct- 
ing barn frames, of different styles of roof, etc. It may often be 



166 AGRICULTURE IN THE HIGH SCHOOL 

arranged to have the class cooperate with some farmer in the erec- 
tion of a barn or other farm building for which pupils may draw 
plans and perhaps do some work. The class might arrange to 
erect some small building such as a poultry house, hog house or 
garage and then sell it to some member of the community. The 
work could be done at school and then the building could be 
moved to the place directed by the purchaser. No fixed plan or 
set of projects can be laid down for this work. The teacher will 
have to arrange for what is possible in this line under the local 
conditions existing in the school and community. Some work 
adapted to the local needs is exceedingly valuable and should be 
developed as far as is possible. The work may be extended through 
the last semester running parallel with the Farm Management if 
projects are uncompleted and time can be given to them. 



IX. AGRICULTURAL LITERATURE 

It is expected that every high school department of agriculture 
receiving state aid will provide a good working library for this 
work. At least twenty dollars should be provided the first year 
the course is organized, and ten or twelve dollars additional should 
be furnished for this purpose each following year, at least for a 
number of years. Bulletins should be collected as rapidly as pos- 
sible. Many of these can be secured free of cost, but some will 
have to be purchased. The agricultural teacher should keep in 
touch with the U. S. Department of Agriculture, the various experi- 
ment stations and other agencies supplying bulletin material. Lists 
of publications are furnished by all of these agencies on request. 
In many cases you can have your name placed on the mailing list 
to receive publications as they come out. The U. S. Department 
of Agriculture publishes a monthly list of publications, which will 
be mailed you regularly on request. See under "Bulletins". 

All bulletins shouid be classified according to subject and then 
tiled so as to be kept in good condition and so as to be easily con- 
sulted. The library file boxes furnish altogether the best plan of 
filing, both from the standpoint of appearance and convenience. 
They can be purchased at small expense. See under "Equipment." 
A (gtock of at least fifty should be provided when the course is or- 
ganized and a supply should be kept on hand for use as new bul- 
letins are received. Perhaps the most complete system of filing 
bulletins is to place them in the boxes in the order of number and 
then prepare a subject card cata;log with references to numbers. 
However, where the stock is not large a very satisfactory method 
is to file them in the boxes by subjects or titles. In connection 



AGRICULTURE IN THE HIGH SCHOOL 167 

with the following lists of books the teacher should consult also 
the High School library list and the Township library list furnished 
by the state department. 

Valuable bibliographies on secondary school agriculture may be 
found in the following publications: 

List of texts and references in agriculture for secondary schools, U. S. 
Department of Agriculture, States Relation Service, July 1, 1916. 
Dec. 6, A. I. 1. (Especially good) 

Crosby and Howe. Free publications of the Department of Agricul- 
ture, classified for the use of teachers, U. S. Department of Agri- 
culture. 

Noyes. Teaching material in government publications. U. S. Bureau 
of Education, Bulletin No. 47. Whole number 558, 1913. 

Second annual report, School Garden Association of America, 1913, 
Dayton, Ohio. 

Hatch. The high school course in agriculture. Second edition (re- 
vised). Bui. of Univei-sity of Wisconsin, No. 594, H. S. series. 
No. 12. 

Hawkins. Agriculture in the high school. University of the State of 
N. Y., Bui. No. 563, Albany, 1914. 

Since Jan. 1915, an Agricultural Education Monthly has been 
published by the U. S. Department of Agriculture, Office of Experi- 
ment Stations, States Relation Service. This may be had on re- 
quest. It has already been sent to most of the high school agri- 
cultural departments. Several good bibliographies on agricultural 
subjects have appeared in this. 

1. Farm Plant Life 

*Goff-Moore- Jones, The principles of plant culture, 8th 
edition (1) 
Green, Popular fruit growing (9) 
Green, Vegetable gardening (9) Latest Ed. 
Lloyd, Productive vegetable gardening (24) 
Sears, Productive orcharding (24) 
*French, The beginners garden book (1) 
Greene, Among school gardens (4) 
Russell & Hastings, Agricultural bacteriology (17) 
Bailey, Garden making (1) 
Corbett, Garden farming, (2) 
Tracy, Tomato culture (3) 
Waugh, The American apple orchard (3) 
Phillips, Beekeeping (1) 
Card, Bush fruits (1) 
*Bailey, Principles of fruit growing (1) 
Sanderson, Insect pests of farm, garden & orchard (10) 
Bailey, The forcing book (1) 
Meir, The school & home gardens (2) 
Bailey, Pruning book (1) 
Snyder, Fights of the farmer (24) 



1(58 AGRICULTURE IN THE HIGH SCHOOL 

Taft, Greeuliouse construction (3) 

Taft, Greenhouse management (3) 

"Wilkinson, Modern strawberry growing (12) 

White, Principles of horticulture (1) 

Lodeniann, Spraying of plants (1) 
^Montgomery, Productive farm crops (24) 
"Livingstone, Field crop production ( 1 ) 
*Wilson & AVai burton. Field crops (9) 

Clute, Agronomy (2) 

Han-is & Steward, Principles of agronomy (1) 
.Hunt, Cereals in America ( 3 ) 

Hunt, Forage & fiber crops in America (3) 

Parker, Field management & crop rotation (9) 

Stevens & Hall, Diseases of economic plants (1) 

Wing, Alfalfa farming in America (15) 

Wing, Meadows & pastures (15) 

Grubb & Guilford, The potato (12) 

Frazer, Potato ( 3 ) 

Montgomery, Corn crops (1) 

Bowman & Crossley, Corn (5) 

Pammel, Weeds of the farm & garden ( 3 ) 

Barley & Gilbert^ Plant breeding (1) 

Gray, Field, forest & garden analytical key (20) 

Georgia, Manual of weeds ( 1 ) 

Smith, How to grow 10 bushels of corn per acre on worn- 
out soil (26) 

Shaw, Clovers & how to grow them (9) 

Shaw, Grasses & how to grow them ( 9 ) 

2. Animal Husbandry, Dairying & Poultry 

*Hari»er, Animal husbandry for schools (1) 
=* Harper, Manual on farm animals (1) 
*Plumb,. Beginning in animal husbandry (19) 
*Eckles, Dairy cattle & milk Production (1) 
*Lewis, Poultry keeping (24) 

Hunt & liurkett. Farm animals (3) 

Henry & Morrison, Feeds & feeding (13) 

Fanington & Woll, Testing milk and its products (21) 

A^an Norman, First lessons in dairying (3) 

Curtis, Live stock judging and selection (11) 

Lippincott, Poultry production (11) 
*Michels, Dairy farming (22) 

American poultry association, American standard of per- 
fection, Latest Ed. 

Lewis, Productive poultry husbandry (24) 

Lewis, Poultry keeping (24) 

Craig, Common diseases of farm animals (24) 



AGRICULTURE IN THE HIGH SCHOOL 169 

Craig, Judging live stock (31) 

Woll, Productive feeding of farm animals (24) 

Harper, Breeding of farm animals (3) 

Hadley, Hor.se in health &. disease (25) 

Mumford, Beef production ( 5 ) 

Kleinheinz, Sheep management (16) 

Robinson, Principles & practice of poultry culture (2) 

Plumb, Types & breeds of farm animals (2) 

Bruce, 50 years among Shorthorns (23) 

Wing, Milk & its products (1) 

Roberts, Cattle breeds & origin (28) 

3. Soils & Crops 

*Whit.son & Walster, Soil & soil fertility (9) 
*Hunt & Biirkett, Soils & crops (3) 
*Parker, Field management & crop rotation (9) 
*Cunninghani & Lancelot, Soils &. plant life (1) 

Stoddart, Chemistry of ariculture (11) 
'King, Farmers of forty centuries (18) 

Elliot, Practical farm drainage (10) 

Lyon & Fippin, Principles of soil management (1) 

Snyder, Soils & fertilizers ( 1 ) 
*Burkett, Soils (3) 

Hilgard, Soils (1) 

Hoi)kins, Soil fertility & permanent agriculture (2) 

King, The soil ( 1 ) 

McCall, Physical properties of soils (3) 

Vivian, First principles of soil fertility (3) 

4. Farm Mechanics aiid Mechanical Drawing 

*Davidson, Agricultural engineering (9) 
King, Ventilation (18) 
Brace & Mayne, Farm shop work (20) 
Davidson & Cliase. Farm machinery & farm motors (3) 
Brookes, Gas & oil engine handbook (14) 
Cobleigh, Handy farm devices & how to make them (3) 
Ekblaw, Farm structures (1) 
Ki;ng, Physics of agriculture (18) 
Clarkson, Pratical talks on farm engineering (12) 
Roehl, Agricultural woodworking (27) 
Goss, Bench work in wood (2) 
Powell, Farm plans & farm buildings (3) 
Roberts, The farmers' business handbook (1) 
Burton, Shop projects based on community problems (29) 
Crawshaw and Phillips, Mechanical drawing for secondary 
schools (30) 



170 AGRICULTURE IN THE HIGH SCHOOL 

5. Farm Management & Accounts 

*Boss, Farm management (26) 
*Warren, Farm management (1) 

Warren, Laboratory exercises in farm management (1) 

Green, Law for the American farmer (1) 

Powell, Cooperation in agriculture (1) 

Carver, Principles of rural economics (2) 

Taylor, Agriculture economics (1) 

Roberts, The farmstead (1) 

Roberts, Farmers' business handbook (1) 

Willis, Farmers' manual of law (3) 

Culter, Cooperation among farmers (16) 

Cards, Farm management (12) 

Wilson, The evolution of the country community (19) 

0. General Agriculture 

Cromwell, Agriculture & life (24) 

Mayne & Hatch,, High school Agriculture (20) 

HalMgan, Fundamentals of Agriculture (18) 

Waters, The essentials of agriculture (2) 

Benson & Betts, Agriculture (6) 

Warren, Elements of agriculture (1) 

Bailey, Principles of agriculture (1) 

Davis, Productive farming (24) 

Gehrs & James, One hundred exercises in agriculture (1) 

Ivins & Merrill, Practical lessons in agriculture (20) 

Call & Schafer, A laboratory manual in agriculture (1) 

Sell, Agricultural laboratory manual — soils (2) 

7. Books for the Agricultural Teacher 

Leake, The means & methods of agricultural education (7) 

Hummell, Material & methods in high school agriculture (1) 

Davenport, Edvication for Efficiency (8) 

Parker, Methods of teaching in high schools (2) 

Bricker, The teaching of agriculture in the high school (2) 

Quick, The brown mouse (6) 

Pickard, Rural education (9) 

McKeever, Farm boys & girls (1) 

Kern, Among country schools, (2) 

List of Publishers 
Key number 

( 1) The Macmillan Company, Prairie Ave. & 25th St., Chicago 

( 2) Ginn & Comnany, 2301 Prairie Ave.. Chicasro 

( 3) Oranse Judd Companv, Marquette Bldg., Chicago 

( 4) Charities Publishing Committee, 158 Adams St., Chicago 

( 5) Waterloo Publishing Comnanv. Waterloo, Iowa 

( 6) Pobbs-Merrill Comnany, Indianapolis, Indiana 

( 7) Houghton-Mifflin Company, New York City 

( 8) D. C. Heath & Co., 623 S. Wabash Ave., Chicago 



(9 
(10 
(11 
(12 
(13 
(14 
(15 
(16 
(17 
(18 
(19 
(20 
(21 
(22 
(23 
(24 
(25 
(26 
(27 
(28 
(29 
(30 
(31 



AGRICULTURE IN THE HIGH SCHOOL 171 

Webb Publishing Co., 55-67 E. 10th St., St. Paul, Minn. 

John Wiley & Sons, 43-45 E. 19th St., New York, N. Y. 

Lea & Febiger, Philadelphia, Pa. 

Doubleday, Page & Company, Garden City, N. Y. 

Henry-Morrison Company, Madison, Wis. 

F. J. Drake & Company, Chicago 

Sanders Publishing Company, 542 S. Dearborn, Chicago 

Sturgis & Walton Company, 31-33 E. 27th St., New York, N. Y. 

E. G. Hastings, Experiment Station, Madison, Wis. 

Mrs. F. H. King, 1540 University Ave., Madison, Wis. 

The Pilgrim Press, Boston, Mass. 

American Book Company, 330 E. 22nd St., Chicago 

Mendota Book Company, Madison, Wis. 

John Michels, Farmingdale, New York 

Vinton & Company, Limited, London, Englaud 

J. B. Lippincott Company, E. Wash. Square, Philadelphia, Pa. 

W. B. Saunders Company, Philadelphia, Pa. 

Stewart & Kidd, Cincinnati, Ohio 

The Bruce Publishing Co., Milwaukee, Wis. 

David Roberts, Waukesha, Wis. 

Vocational Supply Co., Muncie, Ind. 

Scott, Forsman and Co., Chicago 

Kenyon Co., Des Moines, la. 



* Suitable for High School Texts 

The Eau Claire Book & Stationary Company of Eau Claire, Wis., 
will give a special discount on all books listed on the Township 
Library List. Not all of the suggested list are on the library list. 
The above company and the A. C. McClurg Company of Chicago, will 
submit prices on books for your library. 

See also township library and high school library lists of books on 
agriculture, published by the State Department of Education. 

Magazines 

Hoard's Dairyman, Fort Atkinson, $.85 

Wisconsin Agriculturist, Racine, $.50 

The Breeders' Gazette, Sanders Pub. Co., Chicago, $2.00 

Kimball's Dairy Farmer, Waterloo, la., $1.00 

American Poultry World, Am. Pub. Company, Buffalo, N. Y., $.50 

American Poultry Journal, Chicago, $1.00 

Orange Judd Farmer, Chicago, $1.00 

Wallace's Farmer, Des Moines, la., $1.00 

The Fruit Grower, St. Joseph, Mo., $.50 

The Garden Magazine & Farming, Doubleday, Page & Co., 133 W. 

16th St., Garden City, New York, $1.50 
Market Growers' Journal, Louisville, N. Y., $1.00 
Farm Engineering, Chicago, $.50 
Wisconsin Horticulture, Horticulture Secy., Madison, $.50 

Bulletins 

The best reference materials you can secure are the bulletins of 
your Agriculture Experiment Station. The unfortunate thing is 
that they are not available at all times. An edition of agricultural 
bulletins usually is available for less than two years. Agricultural 
instructors have sent for ten to thirty copies and after using them 
in the class work they have allowed the pupils to take them home. 



172 AGRICULTURE IN THE HIGH SCHOOL 

They have, without doubt, done good service in the home but the 
next season the instructor has probably found it impossible to se- 
cure a supply of the bulletins for class work. A better plan would 
be to secure enough copies for class work and file in bulletin cases as 
part of the agricultural library. Pupils using the bulletin can se- 
cure copies by writing to the Wisconsin Agricultural Experiment 
Station at Madison or if unavailable borrow the bulletin from the 
local agricultural library the same as an agricultural reference book. 

The Agricultural Experiment Stations of any other states will 
often send bulletins for your library. The bulletins of the following 
experiment stations are probably the most important for Wisconsin 
schools. Address the Agricultural Experiment Station at the follow- 
ing places and ask for a list of available bulletins. 

Minnesota, University Farm, St. Paul 

Michigan, East Lansing 

Illinois, Urbana 

Iowa, Ames 

Indiana, LaFayette 

Pennsylvania, State College 

Missouri, Columbia 

Much valuable literature may be secured from the U. S. Depart- 
ment of Agriculture. Write the Editor and Chief of the Division 
of Publications, U. S. Department of Agriculture, Washington, D. C, 
and ask to be placed on the mailing list for the bulletin "Monthly 
List of Publications". Copies of Farmers' bulletins, departmental 
bulletins, etc. may be obtained free upon application to the Editor 
and Chief of the Division of Publications as long as the depart- 
ment's supply lasts. 

After the department's supply of publications is exhausted, copies 
may be obtained from the Superintendent of Documents, Gover- 
ment Printing Office, Washington, D. C, but by purchase only. 
Send all remittances to the Superintendent of Documents direct. 
His office is not a part of the Department of Agriculture. Catalogs 
listing bulletins for sale are issued by the Superintendent of Docu- 
ments on the following subjects: American foods and cooking, 
U. S. geological survey publications, farmer's bulletins, education, 
fishes, animal industry, birds, insects, agricultural experiment sta- 
tions, forestry, plants, roads, soils and fertilizers, health, disease 
and sanitation, bee culture investigations, chemistry as related to 
agriculture. Send for these price lists. 

Bulletins of U. S. Department of Education 

Agricultural Instruction in high schools by C. H. Robinson and F. B. 

Jenks, Bulletin No. 6, 1913, 10c 
Agricultural instruction in secondary schools. Bulletin No. 14, 1913, 10c 
Agricultural and rural life day; material for its observance. Eugene C. 

Brooks, Bulletin No. 43, 1913, 10c 
Teaching material in government publications, F. K. Noyes, Bulletin 

No. 47, 1913, 10c 
Agricultural teaching. Bulletin No. 27, 1914, 10c 
Vocational secondary education. Bulletin No. 21, 1916 



APPENDIX 



X74: AGRICULTURE IN THE HIGH SCHOOL 



NATIONAL REGISTRY ASSOCIATION 

Beei' Cattle 

Organization Secretary Address 

Am. Aberdeen Angus Breeders' Assoc Clias. Gray Chicago, 111. 

AMI. Ualiovvay iireeders' Assoc k. vv. xsrowu Carruiiou, jIo. 

Am. nereioru Gattie iireeders' Assoc it. j. Kiuzer j\.ausas C-'jiy, luo. 

Am. I'oiieu iiereiord iJreeaers' Assoc a. V. Gammon JJes Moiues, la. 

Am. i'oiiea Durliam Breeders Assoc j. n. Martz ureeuviiie, onio 

Am. Sborttioru Breeders' Assoc j<rauK VV. iiardlng... Cliicago, ili. 



Dairy Cattle 

Ayrshire Breeders' Assoc U. VV. VVinslow Brandon, Vt. 

iirown Swiss Cattle Breeders' Assoc ira Inman Beioit, wis. 

Jjutcn Belted cattle Assoc, oli A-iuer.ca ±.. j. ji.uLiy Covert, Mich. 

Am. Guernsey Cattle Club win. ii. Caldweh ±'cteruuro, jn. id. 

iioistein-Jiriesian Assoc, oi America a', b. iiougnton urattieboro. Vt. 

American Jersey Cattle Club K. jj.. uow Aevv lorK. in. i. 

Dual Pui'pose Cattle 

Am. Devon Breeders' Assoc h. F. Sisson Newark, Ohio 

Milking Shorthorn Cattle Club C. B. Wade urangeviiie, Ohio 

K€d BoUed Cattle Club of America i±. A. Martin Gotham. Wis. 

Horses 

Am. Assoc, of Importers and Breeders of 

iseigian Brait Jiorses J. D. Connor. Jr — Wabash, Ind. 

Cleveland isay Society it. F. atericKer urange, in.j. 

±rencu Coacn Society uuucau ±.. vviaeLt — uaK jrarK. iii. 

uerman Hanoverian ana Glaenourg Coacii 

xiorse Association J. Crouch LaPayette, Ind. 

American L.lydesualo Association K. ii. ugilvie L/iiicago, iil. 

i\aiiuuai ireneh Braft norse Assoc C. -c. Stubbs j.'auneiu. la. 

ine Morgan u-orse Ciub O. C. atiliman iNew iorK City 

I'ercneron oociety oi America wayue Binsmure Cmcago, XU. 

American snetiand Bony Club juna M. Wade jLaJJ'ayeite, fnd. 

American aniro iiorse Assoc Cnas. jsurgess, or... vvenoua, in. 

Anienean Suuolk iiorse Assoc a. Granam Gaibraiiii DeHalb. 111. 

moroughured or American Stud Book w*. xt. Kowe iNevv iorK, iS. Y. 

American irottmg Kegister w. xx. JiJiignt Cnicago, ill. 

weisn rouy ana cob society of America... juha m. wade x-ai^'ayeite, ind. 

Am. Breeuers' Assoc, oi JacKs &, Jeimei,s... j. vV. Jones Coiumoia, lenn. 

fttanuaru Jack «\; jeimet itegistry ox Am... wm. B. Murton Kansas City , luu. 

Sheep 

American Cheviot Sheen Society 1\ li. Dawley Fayetteville, N. Y. 

American (jutswoici &neep Assoc i<\ w. narding Waukesha, Wis. 

t^onimeutai Dorset Club jiUitn cnidester Mechanicsuurg, uhiu 

Am. jaampshire Down Sheei) Assoc Comiort a. Tyler Coldwater, Mien. 

Am. jLrcicester Breeuers' Assoc a. j. Temple Cameron, ih. 

national i^incom sheep iirecaers' Assoc ijert smith SherlocK, Mich. 

Am. Beiaine Mermo rtecoru Assoc iieuiah M. McBoivtn. Canton, unio 

Beiame lueiino itecord Assoc j. n. Johnson Cannonsburg, Pa. 

utuuian Merino Assoc B. iN. Bail Aim Arbor, Mich. 

opaaisn Merino Assoc wesiey Bishop Delaware, OUio 

American uxioru uown itecora Assoc vv. A. snafor Damilton. Ohio 

Am. itambouiuet sheep Breeuers' Assoc Dvvight Bincoin MiUord Center. Ohio 

luternaiiouai von Homier Kambouiiiei, 

^hib K. N. Ban Ann Arbor. Mich. 

Am. shrupsnirc Kegistry Assoc juha M. Wade BaFayette, Ind. 

Am. souuidown Breeders' Assoc l<lank S. Springer... Springfleld. Dl. 



AGRICULTURE IN THE HIGH SCHOOL 175 



Swine 

Organization Secretary Address 

American Berkshire Breeders Assoc P. S. Springer Springfield, 111. 

Chester Wliite Swine Record Assoc F. F. Moore Rochester, Ind. 

Ohio Improved Chester White Swine 

Breeders' Assoc 0. O. Vernon Goshen. Ind. 

Am. Duroc Jersey Swine Breeders' Assoc R. J. Evans Chicago, 111. 

National Duroc Jersey Record Assoc J. R. Pfander Peoria, 111. 

American Hampshire Swine Record Assoc... E. O. Stone Peoria. 111. 

American Mule Foot Hog Record Assoc R. E. Pfeiffer Columbus, Ohio 

American Poland China Record Assoc W. M. McFadden Chicago, 111. 

National Poland China Record Company... A. M. Brown- Winchester, Ind. 

Southwestern Poland China Record Assoc. H. P. Wilson Gadsen, Tenn. 

American Tamworth Swine Record Assoc — E. N. Ball Hamburg, Mich. 

American Yorkshire Club Harry G. Krum White Bear Lake, 

Minn. 



]7G 



AGRICULTURE IN THE HIGH SCHOOL 



STANDARDS FOR THE LEADING VARIETIES OF WISCONSIN CORN. 







Silver King 
Wis. No. 7 


Murdock 
Wis. No. 13 


Golden 

Glow 

Wis. No. 12 


Early 

Yellow 

Dent 

Wis. No. 8 


Smut 

Nosed 

h'lint 

Wis. No. 15 




Shape 


Cylindrical 


Cylindrical 


Cylindrical 


Cylindrical 


Cylin- 
drical 


Ear 


Length 


8i-9J in. 


8i-9i in. 


8i-9l in. 


8-9 in. 


10-11 in. 




Circum- 
ference 


7-7i in. 


7-7 iln 


6K7 in. 


6-OJ in. 


5-5} in. 




Color 


Cream 
white 


Orange 
yellow 


Deep 
yellow 


Lemon 
yellow 


Brownish 

yellow 

turning to 

dark red 

at tip of 

ear 


Kernel 


Indenta- 
tion 


Very 

crumpled to 

pinched 


Very 

crumpled to 

pinched 


Crumpled 


Smooth 


None 




Shape 


Medium 
deep wedge 


Medium 
deep wedge 


Medium 
wedge 


Short wedge 


Rounding 
shallow 




Number 


16-20 ■ 


16—20 


14-18 


12—16 


8 




Space 


Narrow 


Narrow 


Narrow 


Narrow 


Wide 




Shape 


Moderately 
rounded 


Moderately 
rounded 


Moderately 
rounded 


Shallow 
compressed 


Flat 


Butt 


Rows 


Straight 


Straight 


Straight 


Straight 


Straight 




Kernels 


Nearly 
uniform 

with 

middle of 

ear 


Nearly 
uniform 

with 

middle of 

ear 


Nearly 
uniform 

witli 

middle of 

ear 


Nearly 
uniform 

with 

middle of 

ear 


Nearly 
uniform 

with 

middle of 

ear 


Tip 


Rows 


Straight 


Straight 


Straight 


Straight 


Straight 


Kernels 


Nearly 
full size 


Nearl.y 
full size 


Nearly 
full size 


Nearly 
full size 


Nearly 
full size 


Shank 


Diameter 


i in. 


Jin. 


Jin. 


Hn. 


Jin. 




Diameter 


U-liin. 


11-liin. 


lJ-l4in. 


1-liin. 


1-li in. 


Col) 


Color 


Glistening 
white 


Dark 
Cherry Red 


Cherry Red 


Light 
Cherry Red 


Glistening 
white 




87 


87 


86 


85 











AGRICULTURE IN THE HIGH SCHOOL 



177 



COMPARISON OF THRESHED SAMPLES OF BARLEY 



Quality 



Two Row 



Six Row 



1. Size 

2 Plumpness. 
3. Shape 



4. Variation in Cheeks of 

Kernels 

5. Color 

6. Hardness 



7. Appearance of cross sec- 
tion 

8 Appparance of berry cov- 
ering's 

9. Thickness of coverings.. 



Very large 

Very plump 

Rounded and full 

Short rounding' taper 



No var i ation 

Nearly dead white 

Quite starchy and medium 
hard 



Starchy 

Wrinkled palea at right an- 
gles to long axis 

Thin 



Medium to large 
Medium plump 
Not as rounding with lont 
taper 

i are twisted 
Light straw color 

Hard to medium hard 

Partly flinty 

Smoother coverings 
Medium thick 



COMPARISON OF THREHED SAMPLES OF WISCONSIN OATS 



Quality 



Color 

Shape 

Crease 

Size 

Appearance of Awn 

Thiclvness of hull.. 
Length of tip 



Sweedigh Select 
Ped. No. 5 



White 

Plump with hump 

on dorsal side 
Wide and shallow. . . 



Very large 

Dark, coarse, twist- 
ed at base 



Stiff and medium 

thick 
Medium to short 



Wisconsin Wonder 
Ped. No. 1 



White 

Long and slender.. . 

Medium wide 

I^aree 

Medium coarse 

Stiff and medium 

thick- 

Long 



Sixty Day 
Ped. No. 6 



Yellow 

Long and slender 

Narrow to medium 
wide 

Small 

Light fine and decid- 
uous 

Thin 

Long 



COMPARISON OF THRESHED SAMPLES OF WHEAT 



Quality 


Blue Stem 


Marquis 


Turkey Red 


Durum 


Color 

Shape 

Size 


Grayish 
brown amber 
Medium short to 
long— slight 
taper 
Medium to large 
Medium wide to 
narrow anddeep 

Round and full.. 

Hard 


Rich brown am- 
ber 

Short and chun- 
ky 

Medium to small 

Wide — V shape 

and medium to 

deep 


Brown aml)er to 
light yeilow 

Medium to long. 

Pronounced ta- 
per 

Medium to large 

Narrow and med 
ium to deep... 

Very rounding 
and full 

[lard 

Flinty with tra- 
ces of starch.. 


Light glassy am- 
ber 

Long with slight 
taper 

Large 

Wide and medi- 
ium deep 


Crease 


Cheek 


Angular and full 

Hard .. 

Glassy to dull 
amber with tra 
ces of starch 


Angular to med- 
ium angular 
Very hard 
Glassy 


Appear- 
ance of 
cross sec- 
tion 


Dull glass.v am- 
ber with traces 
of starch 



12 



178 



AGRICULTURE IN THE HIGH SCHOOL 



TABLE OF IMPORTANT TYPE CHARACTERS OF WISCONSIN POTATOES. 



Variety. 


Shape. 


Skin and Surface 
Mai'king . 


Size Standard. 


Rural 
New Yorker 


Round to os'al and 
flattened. Pronounced 
sphorioal and olilons 
types objectionable. 


Smooth, tan color, thin 
skin. Eyes unevenly 
distributed. 


10 ounces approx- 
imately. 2 oz. 
considered 
modei-atein all 
varieties. 


Green Mountain 


Tu))ers slightly oblonsr 
and f a i r 1 y b r o'a d: 
thickened. 


Skin fairly rougli net- 
ted, creamy buff color. 
Eyes even. 


10 ounces appro.x- 
imar<^ly. 


Burbank 


Long, cylindrical and 
moderately flattened. 


Skin slightly netted, 
creamy buff. Eyes 
evenly distributed. 


8-10 ounces. 


Peerless (Pearl) 


Heart .shape: stem end 
sunken. 


Skin often netted, 
checkered, light tan 
color. Pinlv tinge 
around eyes. 


8 ounces, 


Triumph 


Round to flattened. 
Long typesobjection- 
able. 


Skin deep lose or pink. 
Eyes slightly sunken. 


7-8 ounces. 


Early Ohio 


Oblong, thickened type; 
Blockytype preferred. 


Light pink skin, pim- 
pled. Eyes prominent. 


8 ounces. 


Early Rose 


Long, flattened, slightly 
tapering. 


Pink or rose; slightly 
blotched. 


8 ounces. 


Irisli Cobbler. 


Bound, somewhat flat- 
tened. Stem end slight- 
ly sunken. 


Bright, creamy tan col- 
or. Eyes fairly deep. 


7-8 ounces. 



Uniformity. This point is given much importance in judging in 
relation especially to size, shape and color. 

Soundness, freedom from hollow centers, black heart, spongy or 
streaked flesh. These are specific diseases and any serious infesta- 
tion may completely disqualify. Coarse, green or bruised stock is 
also very objectionable. A slight and inconspicuous infestation of 
disease is often a deciding factor against samples otherwise in good 
condition. 

Cleamiess, Briglitness, Ripeness of skin are essential to high 
quality. Long exposure to light darkens the 'skin and injures the 
appearance of tubers. Never wash tubers. 

Secure Potato Bulletin of Wisconsin Potato Growers' Association — 
Sec'y. J. G. Milward, Madison, Wis. 



OFFICIAL WISCONSIN SCORE CARDS. 



DRAFT HORSES 



Animal 



Name 
Date 



SCALE OF POINTS 



GENERAL. APPEARANCE — 30 POINTS 

Height, 16 hanas or over 

Weiglit, 1500 lbs. or over 

Weight • 

Form, broad, massive, evenly proportioned, 

symmetrical, blocky 

Quality, refined; bone clean, large, strong- 
tendons, clean, defined, prominent; skin 

and hair fine; "feather," if present, silky 
Action, walk, fast, elastic, regular, straight; 

trot, free, springy, balanced, straight.... 
Temperament, energetic; disposition, good. 
HEAD AND NECK — 10 POINTS 

Head, proportionate size, clean cut, well 

carried; profile straight 

Forehead, broad, full 

Eyes, bright, clear, full, same color 

Ears, meaium size, well carried, alert 

Muzzle, neat; nostrils large, flexible; lips 

thin, even, firm 

Lower jaw, angles wide, space clean 

Neck, muscled, arched; throat-latch, fine, 

windpipe large 

FORE Q,UARTERS — 'M P.OINTS 

Shoulders, m.oderately sloping, smooth, 

snug, extending well back 

Armi, short strong muscled, thrown back, 

well set 

Forearm, long, wide, clean, heavily muscled 
Knees, straight, wide, deep, strong, clean. . 
Cannons, short, wide, clean; tendons clean, 

defined, prominent 

Fetlocks, wide, straight, strong, clean 

Pasterns, moderately sloping, strong, clean 
Feet, large, even size, sound; horn dense, 

waxy; soles concave; bars strong, full; 

frogs large, elastic; heels wide, one-half 

length of toe 

BODY — 10 POINTS 

Chest, deep, wide; breast bone, low; girth, 

large 

Ribs, deep, well sprung, closely ribbed to 

hip 

Back, broad, strong, muscular 

Loins, short, wide, thick muscled 

Underline, low, llanks full 

HIND QUARTERS — 30 POINTS 

Hips, broad, smooth, level, well muscled... 
Croup, wide, heavily muscled, not mark- 
edly drooping 

Thigiis, deep, broad, strong, muscular 

Quarters, plump with muscle, deep 

Stifles, large, strong, muscular, clean 

Gaskins, (lower thighs), long, wide, clean, 

heavily muscled 

Hocks, large, strong, wide, deep, clean,' well 

set 

Cannons, short, wide, clean; tendons clean, 

defined, prominent 

Fetlocks, wide, straight, strong, clean!!!!! 
Pasterns, moderately sloping, strong, clean 
Feet, large, even size, sound; horn, dense, 

waxy; soles concave; bars strong, full; 

frogs, large, elastic; heels, wide, one-half 

length of toe, vertical to ground 

Total 



Pos- 
sible 
score 



10 

2 



Points deficient 



Student's 
score 



100 



Cor- 
rected 



180 



AGRICULTURE IN THE HIGH SCHOOL 



BEEP CATTLE 



Student No Date 

Name Auiip.al . . , 



SCALE OF POINTS 



Pos- 
sible 
score 



Points Deficient 



Student's 
score 



Cor- 
rected 



tiENERAl. APPKARANC'E — 26 POINTS 

AVeis-ht, estimated lbs. according? to 



age 



Form, straight top line and underline; 
deep, broad, low set 

(iuality, firm handling-; hair fine: skin pli- 
able; fine bone; evenly colored with firm 
flesh 

Style, active, upstanding 

Temperament, quiet, docile 

HEAD AND NECK — 8 POINTS 

Muzzle, good size, mouth large; lips thin, 
nostrils large 

Eyes, large, clear, placid 

Face, short, quiet expression 

Forehead, broad, full 

Ears, medium size, fine texture 

Neck, thick, short, throat clean 

FORE QUARTERS — 13 POINTS 

Shoulder Vein, full 

Shoulder, covered with flesh, compact on 
top, snug 

Breast, wide; brisket prominent 

Dewlap, skin not too loose and drooping. . 

Leg-s, straight, short; arm full; shank fine, 

smooth 

UODY — 28 POINTS 

Chest, full, deep, wide; girth, large; fore- 
flank full 

Crops, full, even with shoulders 

Ribs, deep, arched, thickly fleshed 

Back, broad, straight, evenly fleshed 

Loin, thick, broad 

Flank, full, even with underline 

HIND QUARTERS — 25 POINTS 

Hips, smoothly covered; distance apart in 
proportion with other parts 

Rump, long, even, wide; tail head smooth, 
not patchy 

Pin Bones, not prominent, far apart 

Thiehs, full, wide, deep 

Twist, deep, plump 

liCgs, straight, short; shank fine, smooth.. 



Total 



100 



AGRICULTURE IN THE HIGH SCHOOL 



181 



DAIRY CATTLE' 

Student Date 



Animal Animal 



GENERAL, APPEARAIVCE-^A dairy cow should weigh not less than 800 
pounds, have large capacity for feed, a dairy temperament, well developed milk 
org^ans, fine quality and perfect health, and be capable of a large production of 
milk and butter lat. 



Points Deficient 



SCALE OP POINTS 



Per- 
fect 
score 



INDICATION OF CAPACITY FOR FEED — 
::5 POINTS 

Face, broad between the eyes and long; 
muzzle clean cut; mouth large; lips 
strong; lower jaws lean and sinewy. ... 
Body, wedge shape as viewed from front, 
side and top; ribs, long, far apart and 
well sprung; breast full and wide; flanks, 

deep and full 

Back, straight; chine, broad and open; loin 

broad and roomy 

Hips and thiirls, wide apart and high 

INDICATION OF DAIRV TEMPERAMENT— 
25 POINTS 
Head, clean cut and fine in contour; eyes, 

prominent, full and bright 

Neck, thin, long, neatly joined to head and i 
shoulders and free from "throatiness and 

dewlap I 

Brisket, lean and light '. 

Shoulders, lean, sloping, nicely laid up to } 

body; points prominent; withers sharp.. 
Back, strong, prominent to tail head and j 

open jointed j 

Hips, prominent, sharp and level with back I 

Thlgrhs, thin and incurving [ 

Tail, fine and tapering 

LiCfts, straight; shank fine 

INDICATION OF AVELL DEVELOPED MILK 
ORGANS — 25 POINTS 
Rump, lohg, wide and level; pelvis roomy 
Tliighs, wide apart; twist, high and open.. 
I'dder, large, pliable, extending well for- 
ward and high up behind; quarters, full, 
symmetrical, evenly joined and well held 

up to body 

Teats, plumb, good size, symmetrical and 

well placed 

INDICATIONS OF STRONG CIRCLLATORV 
SYSTEM, HEALTH, VIGOR AND MILK 
FLOAV — 25 POINTS 

Eyes, bright and placid 

Nostrils, large and open 

Chest, roomy 

Skin, pliable; hair, fine and straight; secre- 
tions, abundant in ear. on body and at 

end of tail 

Veins, prominent on face and udder; mam- 
mary veins, large, long, crooked and 
branching; milk wells large and numer- 
ous 

Escutcheon, wide and extending high up. . 

Total 



15 
4 



100 



Student's 
score 



Cor- 
rected 



182 



AGRICULTURE IN THE HIGH SCHOOL 



SWINE 



Animal 
Student 



Date . . . 
.Standing 



SCALE OF rOINTS 



Pos- 
sible 
score 



Points Deficient 



GENERAIi APPEARANCE — 25 POINTS 

"Weight, estimate actual 

lbs 

Form, deep, broad, low. long-, symmetrical, 

compact, standing- squarely on legs 

Quality, bone clean; hair silky; skin soft: 
head and ears refined, evenly covered 

with firm flesh 

Dispoi^ition, quiet, docile 

HEAD AND NECK — 10 POINTS 

Snout, medium, len,^th, not coarse , . 

Face, short, cheeks full 

Forehead, broad 

Eyes, large, mild, full, bright, wide apart. . 

Ears, medium size, fine, soft 

Jo-«vl, strong, neat, broad 

Neck, thick, medium length 

FORE QUARTERS — 13 POINTS 

Shoulder, symmetrical, broad, deep, full, 

compact on top 

Breast, wide, prominent, well let down .... 
Legs, straight, short, feet and pasterns 

strong! 

BODY — 32 POINTS 

Chest, deep, broad: girth large 

Sides, deep, lengthy and full 

Baek. broad, straight, thickly and evenly 

fleshed 

Lioin, thick, wide and strong 

Belly, straight, even, and firmly fleshed... 
Flank, low and well fleshed, girth large. . 
HIND QITARTERS — 20 POINTS ^ 

Hip.o, wide apart, smooth 

Rump, long, wide, evenly fleshed, smooth.. 

Hams, firm, heavily fleshed, deep and wide 

Lee-s, straight, short; feet and pasterns 

strong 

Total 



Student's 
score 



100 



Cor- 
rected 



AGRICULTURE IN THE HIGH SCHOOL 

SCORE CARD FOR HOLSTEIN-FRIESIAN BULL 



183 



Parts 



Hair and 
Handling: 



Mammary . 
Veins 



Rudimentary 

Teats 

Esoutclieon . . 



Head. . . . 
Forehead 
Face 

Muzzle. . . 
Kars 

Eyes .... 
Horns . . . 

]Veck. . . . 



Shoulders 

Chest 

Crops 

Chine 

Barrel , . 

Loin and Hips 



Rump . . . 

Thurl. . . 
Quarters 

Flanks. . 
Lesf.s .... 



Description 



Showing full vigor; elegant contour. . 

Broad between the eyes; dishing 

Of medium length; clean and trim; es- 
pecially under the eyes; the bridge of 
the nose straight 

Broad with strong lips 

Of medium size; of fine texture; the 
hair plentiful and soft; the secretions 
oily and abundant 

Large; full; mild; bright 

Short; of medium size at base; gradu- 
ally diminishing toward tips; oval; 
inclining forward; moderately curved 
inward; of fine texture; in appear- 
ance waxv 

Long; finely crested (if the animal is 
mature) ; fine and clean at juncture 
w^ith the head; nearly free from dew- 
lap; strongly and smoothly joined to 
shoulders 

Of medium height; of medium thick- 
ness and smoothly rounded at tops; 
broad and full at sides; smooth over 
front 

Deep and low; well filled and smooth in 
the brisket; broad between the fore- 
arms; full in the foreflanks [or 
through at the heart] 

Comparatively full; nearly level with 
the shoulders 

Strong; straight, broadly developed, 
^\'ith open vertebrae 

Long; well rounded; with large abdo- 
men; strongly and trimly held up... 

Broad; level or nearly level between 
hook-bones; level and strong later- 
ally; spreading out from the chine 
broadly and nearly level; the hook- 
bones fairly proininent 

Long; broad; high; nearly level later- 
ally; comparatively full above the 
thurl; carried out straight to drop- 
ping of tail 

High ; broad 

Deep; broad; straight behind; wide and 
full at sides; open in the twist 

Deep ; full 

Comparatively short; clean and nearly 
straight; wide apart; firmly and 
squarely set under the body; arms 
wide, strong and tapering; feet of 
medium size, round, solid and deep.. 

Large at base, the setting well back; 
tapering finely to switch; the end of 
bone reaching to hocks or below; 
the switch full 

Hair healthful in appearance; fine, soft 
and furry; skin of medium thickness 
and loose; mellow under the hand; 
the secretions oily, abundant and of a 
rich brown or yellow color 

Large: full; entering large orifices; 
double extension; with special devel- 
opment, such as forks, branches, con- 
nections, etc 



Possible 
score 



Large; well placed. 
Largest; finest . . . . 



Perfection ... 
Total discredit 



Net score 



10 



100 



Dis- 
credits 



184 



AGRICULTURE IN THE HIGH SCHOOL 



SCORE CARD FOR HOLSTEIN-FRIESIAN COW 



Head 

Forehead. 
Face 

Miixzle . . . 
Kiirs 

Kyes 

Horns . . . . 

>eek 

Shoulders 
Chest .... 

Crops .... 
Chine. . . . 

Barrel. . . 



Ij<»iii and Hips. 



Kiimp . . . . 

Thiirl .... 
Quarters. 

Flanks. . . 
Less 

Tail 

Hair and. 
Handlings 

Mammary 
\'eins 



Description 



rdd«'r and 
Teats 



Teats 

E^scutcheon. 



Decidedly feminine in appearance; fine 
in contour ^ 

Broad between the eyes; dishing- 

Of medium length; clean and trim, es- 
pecially under the eyes, showing- fa- 
cial veins; the bridge of the nose 
straight 

Broad with strong lijis 

Of medium size: of fine texture; the 
hair plentiful and soft; the secretions 
oily and abundant 

Large; full; mild; bright 

Small; tapering finely towards the tips; 
set moderately narrow at base; oval; 
inclining forward; well bent inward; 
of fine texture; in appearance waxy. 

Long; fine and clean at juncture with 
the head; free from dewlap; evenly 
and smoothly joined to shoulders... 

Slightly lower than the hips; fine and 
even over tops; moderately broad and 
full at sides 

Of moderate depth and lowness; smooth 
and moderately full in the brisket; 
full in the foreflanks [or through the 
heart] 

Moderately full 

Straight; strong; broadly developed, 
with open vertebrae 

Long; of wedge shape; well rounded; 
with a large abdomen, trimly held 
up [in judging the last item age must 
be considered] 

Broad; level or nearly level between 
the hook-bones; level and strong lat-. 
erally; spreading from chine broadly 
and nearly level; hook-bones fairly 
prominent 

Long; high; broad with roomy pelvis: 
nearly level laterally; comparatively 
full above the thurl; carried out 
straight to dropping of tail 

High; broad 

Deep; straight behind; twist filled with 
development of udder: wide and mod- 
erately full at the sides 

Deep: comparatively full 

Comparatively short; clean and nearly 
straight: wide apart; firmly and 
squarely set under the body; feet of 
medium size, round, solid and deep.. 

Large at base, the setting well back; 
tapering- finely to switch; the end of 
the bone reaching to hocks or be- 
low; the switch full 

Hair healthful in appearance; fine, soft 
and furry; the skin of medium thick- 
ness and loose: mellow under the 
hand; the secretions oily, abundant 
and of a rich brown or yellow color 

Very large; very crooked [age must be 
taken into cohsideration in judging 
the size and crookedness]; entering 
very large or numerous orifices: 
double extension; with special devel- 
opments, such as branches, connec- 
tions, etc 

Very capacious; very flexible; quarters 
even; nearly filling the space in the 
rear below the twist, extending well 
forward in the front; broad and well 
held up 

Well formed; wide apart, plumb and of 
convenient size 

Largest, finest 



Possible 
score 



Dis- 
credits 



Perfection 

Total discredit 



Net score 



12 

2 
2 



100 



AGRICULTURE IN THE HIGH SCHOOL ISf) 



STATEMENT OF STUDENT IN COMPETITIVE JUDGING 

\ — 

Name Date 

Judging- Class Section 




Remarks 



Seeond Plsiee Live AAeisht 



Remarks 




Remarks 



186 



AGRICULTURE IN THE HIGH SCHOOL 



SCORE CARD FOB MILK. 



Item. 


■ 
Perfect 
Score 


Score 
Allowed 


Remarks. 


Bacteria 


35 
25 
10 
10 
10 
5 
5 




Bacteria found per cubic 
Flavor and odor 


centimeter 


Flavor and odor 






Visible dirt 






Fat 




Per cent found 




Solids not fat 






Acidity 






Bottle and cap 




Cap and bottle 










Total 


100 













DIRECTIONS FOR SCORING. 

Bacteria Per Cubic Centimeter— Perfect Score, 35 

Points 

Less than 400 35 

<00 to TOO 34.5 

700 to 1,000 34 

1,000 to 2,000 33.5 

2,000 to 3,000 33 

Each additional 1,000 subtract 0.5 

9,000 to 10,000 29 

10,000 to 15,000 28 

15,000 to 20,000 27 

Each additional 6.000 subtract 1 

100,000 to 110,000 10 

110,000 to 120,000 9 

Each additional 10,000 subtract 1 

200,000 and over 

Note.— When the number of bacteria per cubic centimeter exceeds the local legal limit, 
the score shall be 0. 



FLAVOR AND ODORr-PERFECT SCORE, 25 

Deductions for disagreeable odor or flavor should be made according to conditions 
found. When possible to recognize the cause of the difficulty it should be described 
under Remarks. 



VISIBLE DIRT— PERFECT SCORE. 10 

Examination for visible dirt should be made only after the milk has stood for some 
time undisturbed in any way. Raise the bottle carefully in its natural, upright posi- 
tion, without tipping, until higher than the head. Observe the bottom of the milk 
with the naked eye, or by the aid of a reading glass. The presence of the shghtest 
movable speck makes a perfect score impossible. Further deductions should be made 
according to the amount of dirt found. When possible the nature of the dirt should 
be described tender Remarks. 



AGRICULTURE IN THE HIGH SCHOOL 



187 



FAT IN MILK— PERFCT SCORE. 10 



Points 

4.0 per oent and over., 10 

3.9 per cent .' 9.8 

3.S per cent 9.6 

3.7 per cent 9.4 

3.0 per cent 9.2 

3.5 per cent 9 

3.4 per cent 8 

3.3 per cent 7 

Note.— When the per cent of fat is less than the local legal limit (3 per oent in Wis- 
consin) the score shall be 0. 



Points 

3.2 per cent 6 

3.1 per cent 5 

3.0 per cent 4 

2.9 per cent 3 

2.8 per cent 2 

2.7 per cent 1 

Less than 2.7 per cent 



SOLIDS NOT' PAT— PERFECT SCORE, 10 



Points 

8.7 per cent and over 10 

8.6 per cent 9 

8.5 per cent 8 

8.4 per cent 7 

8.3 per cent 6 

8.2 per oent 5 

Note.— When the per cent of solids not fat is less than the local legal limit the score 
shall be 0. 



Points 

8.1 per cent 4 

8.0 per cent 3 

7.9 per cent 2 

7.8 per cent 1 

Less than 7.8 per cent 



ACIDITY— PERFECT SCORE, B 



Points j 

Less than 0.2 per cent 5 ! 

0.2 per cent to 0.21 per cent 4 j 

0.21 per cent to 0.22 per cent 3 1 



Points 

0.22 per cent to 0.23 per cent 2 

0.23 per cent to 0.24 per cent 1 

0.24 per cent and over 



BOTTLE AND CAP— PERFECT SCORE, 5 

Bottles should be made of clear glass and free from attached metal parts. Caps 
should be sealed in their place with hot parafin, or both cap and top of bottle covered 
with parchment paper or other protection against water and dirt. Deduct for tinted 
glass, attached metal parts, unprotected or leaky caps, partially filled bottles, or other 
conditions permitting contamination of milk or detracting from the appearance of the 
package. 

< 

WHEAT SCORE CARD 



Scale of iPoints. 


1 


2 


3 


4 


5 


















3. Color of grain 10 

4. Freedom from mixture with other grain 10 

5. Size of kernel 10 

6. Freedom from weed seeds, dirt and other foreign 




7. Freedom from damaged, smutty or musty kernels. 15 

8. Weight per bushed 15 

9 Viability 10 












Total 100 

















If^8 



AGRICULTURE IN THE HIGH SCHOOL 



OAT SCORE CARD 



Scale of Points. 1 


2 


3 


4 


5 


1. Tnieness to type or breetl characteristics 5 












2. Uriiforniity in size and shape of kernels 5 




3. Color of grains 15 

i. Mixture with other grains 10 

5. Size of kernel 10 




6. Freedom from weed seeds, dirt and other foreign 
material 10 




7. Odor-musty, smutty, sulphur 15 

S. Weight per bushel. 15 

9. Percentage of meat to hull 5 






10. Viability 10 




Total lOO 











BARLEY SOORJE: CARD 



Scale of Points. 


1 


2 


3 


i 


5 


1. Trueness to type or breed characteristics o 












2. Uniformity in size and shape of kernels 5 

3. Color of grain 15 

4. Size of kernel 10 

5. Texture 10 




6. Freedom from mixture vith other grains 10 

7. Freedom from weed seeds, dirt and other foreign 






8. Freedom from damaged, smutty or musty kernels 10 
!> Weight per bushel 15 




10. Viabihty 10 




Total 100 













AGRICULTLRE IN THE HIGH SCHOOL 



189 



CORN S'CORE CARD 



Kame and No. of Scorer. 
Sample No 



Date 



Scale of Points. 


1 


2 


3 4 


5 


1. Uniformity and tmeness to type 10 






















2. Shape of ear 10 
















































b. Cob 5 




4 . Market condition 10 






















5. Tips 5 






















6. Butts 5 






















7. Kernels: a. Uniformity 10 

b. Shape 5 






















S. Length of ear 10 































10. Space: a. Furrow between rows 5 

b. Stace between kernels at cob 5 






















11. Percentage of corn 10 






















Total 100 























Reasons for student's score on test sample. 

Numbers below refer to the various heads under which the sample of grain has been 
judged. 



190 



AGRICULTURE IN THE HIGH SCHOOL 



Class. 



SINGLE PLATE SCORJ<: CARD FOR APPLES AND PEARSt 
Subclass.. 



rorm 

Size 

Color 

Uniformity 

Freedom from blemish. 



Total 



Perfection 



Entries 



Judge. 



Date. 



Class. 



FRUIT COLLECTION SCORE CARD 

Sub-Class. 





Perfection 


Entries 


















30 

15 
45 
10 
















Adaptability of varieties for purpo.=e 
stated 
















Total 


lOO 










' 











Judge. 



FRUIT JUDGING 



Variety. 



Place 


Plate No. 


Reasons 


1st 






2nd 






3rd 






4th 






5th 






eth 







Date. 



Judge. 



AGRICULTURE IN THE HIGH SCHOOL 



191 



POTATO JUDGING SCORE CARD 

Name or Number of Exhibitor Score 

Name or Number of Exhibitor Store 





Points 
Allowed 


Score 


Disqualifications 


General Conformity to Type, 
55 Points 

Uniformity, shape, size, color 

Color: trueness to standard for va- 
riety 


20 
5 

12 
8 
10 

20 

10 

10 
5 




All exhibits must be true to va- 
riety. A mixture of more 
than 5% will disqualify. On 
exhibits of 10 specimens, all 
tubers must be true to name 
or be disqualified. 

Ainy exhibit showing specimens 
diseased with fusarium rot 
scab, blackleg, wart disease' 
or any disease subject to 
spread through seed dissem- 
ination shaU be disqualified. 

Potato scab spots less than i/^ 
inch in diameter shall not dis- 
qualify provided not more 
than 5% of the exhibit is in- 
fested. Any infestation of 
scab whatever shall cut the 
full ten points on the card. 

Any exhibit which does not con- 
form to specifications in size 
and neatness shall be disquaU- 
fled at the discretion of the 
judge. 




Shape: conformity to standard for 




Size: desirability for commercial 
purposes 




Eye characteristics: depth, distribu- 




ttarlcet Conditions and Q,uallty, 
45 Points 

Cleanness, brightness of skin, ripe- 
ness, freedom from sunburn, 
check or in j ury 




Quality of flesh. (Examine for 
spongy, watery conditions, dark 




Disease. See disqualifications. Ex- 
amine for scab spots, dry-rot, 
etc 




Neatness 








Total 


100 









ii 



/D 












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